Nine hundred eighty-six One hundred forty-four One thousand, one hundred thirty Eight hundred forty-fi ve

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1 0-0_5_78537MWVEMC_CM.indd 78537MWVEMC CM 3//09 9:7:8 four hundred six thousand, three hundred fifty-two Number Explosion Number Explosion Objective: Students will use place value to represent whole numbers. They write whole numbers in standard, expanded, and word forms., Three-Column Chart, p. 38 Number Cards 9 (3 of each), p. 69, or number tiles 9 (3 of each), paper bag Answers: Sample answer: Standard Form Expanded Form Word Form 986 +, , Nine hundred eighty-six One hundred forty-four One thousand, one hundred thirty Label the chart. Put the number tiles in the paper bag. Take six tiles. Arrange three tiles to make the greatest possible three-digit number. Make the least possible number from the remaining tiles. Standard Form Write the two numbers in the Standard Form column. Put your numbers in two rows the greatest possible number on top and the least possible number on the bottom. Draw a horizontal line beneath the second number. Add the numbers and write the sum. Write the expanded form and the word form for each number written. Standard Form Expanded Form Word Form nine hundred + 6 seventy-seven,3 Put the tiles back in the bag and repeat Steps four times. Measurement Mania! Objective: Students will use place value to represent whole numbers. They write whole numbers in standard, expanded, and word forms., Four-Column Chart, p. 39 Centimeter rulers Answers: Sample answer: Measurement Standard Form Expanded Form Word Form Length: Eight hundred forty-fi ve Measurement Mania! Label the columns of your chart. Then write the words Length, Width, and Height in the measurement column. Use a ruler. All Players Using the ruler, measure the length, height, and width of your desk in centimeters with your partner. Use the back of your chart to keep track as you measure. Players All Players Write each measurement in standard form in the second column. All Players Write the expanded form and the word form for each measurement. Measurement Standard Form Expanded Form Word Form Length 85 cm eight hundred forty-five Width Height Repeat Steps 3, but this time measure your math book. Form Fun Form Fun Objective: Students will use place value to represent whole numbers. They write whole numbers in standard and expanded forms, focusing on zero as a placeholder. Label the chart. Make the Word Form Cards. Use 0 number tiles, 0 9, face up. Player Take a card and read the word form of the number. Players and Use number tiles to show the number written on the card. Repeat Steps 3 until all the cards are used. Use a comma after thousands. Put a hyphen in fifty-two., Three-Column Chart, p. 38 ; Word Form Cards, p. ( per group) Number Cards 9 (3 of each), p. 69, or number tiles 0 9 (one set per student), scissors Answers:,63,09 503,6 7,83,06,08 70,369 03,568,57 603,695,70 3,65,708 50,68 6,70,39 6,3 987,56,30 35,0 37,05 07,369 Check students expanded versions. All Players Write the standard, expanded, and word forms of the number. Standard Form Expanded Form Word Form 06,35 00, ,000 + four hundred six thousand, three hundred fifty-two

2 0-0_5_78568MWVEMC_CL.indd 3//09 0:08:8 PM Size It Up Metric! Size It Up Metric! Objective: Students will use appropriate units for measurement. They will use tools to solve problems and will estimate and measure objects in metric units., Three-Column Chart, p. 38 Centimeter ruler Label the chart. Choose five objects in the Number the objects in your chart from classroom to measure. Use a centimeter ruler. shortest to longest. List the objects. Estimate and record the length of the first object. Object Estimate Actual Use a centimeter ruler desk 60 cm or a meterstick poster to measure. Measure Measure the object and record the actual measurement. Repeat Steps and for four more objects. Answers: Sample answers: tissue box (height); cm; hand length; 3 cm. Sample order: tissue box: 3 cm; notepad: cm; pencil: 8 cm; computer screen: cm; math book: 30 cm. Measurement MATHO Measurement MATHO Objective: Students will select and use appropriate units for measuring. They will choose an appropriate metric unit of measure for fi nding the length, mass, or capacity of an object., MathO Cards, p. 3; Object List, p. ; Object Cards, pp. 5 6 ( per group) Scissors, 5 counters or cubes Make the Object Cards and put face-down. Make MATHO Cards. Each player gets one card. Use your Object List. All Players Fill out your MATHO Card. Use each word at least twice. M A T H O grams meters centimeters kilograms liters ( g) (m) (cm) (kg) (L) millimeters milliliters kilometers milligrams decimeters (mm) (ml) (km) (mg) (dm) FREE Player Take an Object Card and match the number to your Object List. All Players Decide which metric unit to use to measure the object. Player Put a counter over the unit on your MATHO Card. Be sure that you put down only one counter at a time. The five spaces can be vertical, horizontal, or diagonal. Take turns reading cards until one player has covered five spaces in a row. Answers:. g;. m; 3. cm;. km; 5. m; 6. ml; 7. L; 8. kg; 9. ml; 0. cm;. g;. g; 3. dm;. m; 5. ml; 6. m; 7. m; 8. m; 9. L; 0. cm;. kg;. m; 3. g;. m; 5. mg; 6. mm; 7. ml; 8. mg; 9. mm; 30. dm; 3. g; 3. m; 33. dm; 3. g; 35. g; 36. m; 37. ml; 38. m; 39. dm; 0. km. Conversion Conversion Objective: Students will perform conversions within a measurement system. They will convert among metric units of length., Five-Column Chart, p. 0 ; Circle/Spinner, p. 7 ( per group) Transparent spinner, Number Cube Patterns, p. 07, or number cubes Answers: Sample answer: dm =,00 mm. Label your chart. Make a spinner as shown the spinner. Use four number cubes. Millimeter Decimeter Centimeter Meter Kilometer Player Spin the spinner. Player Roll the number of number cubes shown on the spinner. Meter ( number cube) Decimeter ( number cubes) Centimeter (3 number cubes) Millimeter Decimeter Centimeter Meter Kilometer dm Kilometer ( number cube) Millimeter ( number cubes) All Players Use the number cubes and the unit on the spinner to make a measurement. For example, if the spinner lands on Decimeter ( number cubes) and the number cubes make the number, write dm in the Decimeter column. Player 3 Spin the spinner. All Players Use this spin to rewrite the measurement you wrote. If the spin lands on Millimeter, rewrite dm as millimeters and record in the Millimeter column. Repeat Steps 5 until each player has had two turns rolling the number cubes.

3 3 What s My Factor? 3 What s My Factor? Objective: Students will fi nd all the factors of whole numbers written on factor cards., Four-Column Chart, p. 39; Factor Cards, p. 8 Label your chart. Make the Factor Cards. Take turns until all the cards are used. The player with the most points wins. Player Take a Factor Card and ask Player to name all the factors. He s missing and 5. Player If you name all the factors, you get point. If you do not name all the factors, the next player,, 0, 0 Name all the gets a chance to name the remaining factors to get factors of 0. point. All Players On your chart, record each player s name. the number on the Factor Card. the factors named. any points. Player Number Factors Named Points Sam 0, 0,, 0 Isabel 0, 5 0 Answers: Sample answers: 0:,,, 5, 0, 0; 3:,,, 8, 6, 3. 3 Prime Figure 3 Prime Figure Objective: Students will identify prime and composite numbers. They will identify a fi gure by the number of its sides. Then they will identify that number as prime or composite. Label the chart. Make the Figure Cards. Figure Number of Sides Prime or Composite Factors Take a Figure Card. Draw the figure in the Figure column of your chart. Prime or Composite Decide and record whether the number is prime or composite. Figure Number of Sides Prime or Composite Factors Composite,, If the number is composite, record the factors for that number., Three-Column Chart, p. 38 ; Figure Cards, p. 9 ( per pair) Count and record the number of sides the figure has. Repeat Steps until all the cards have been used. Answers: Card :, composite,,, ; Card : 8, composite,,,, 8; Card 3: 8, composite,,, 3,, 6, 8,, 6,, 8; Card : 7, prime,, 7; Card 5: 6, composite,,,, 8, 6; Card 6: 3, prime,, 3; Card 7: 8, composite,,,, 8; Card 8: 8, composite,,,, 8; Card 9: 5, prime,, 5; Card 0: 0, composite,,, 5, 0; Card : 6, composite,,, 3, 6; Card : 3, composite,,,, 8, 6, 3; Card 3:, prime,, ; Card : 6, composite,,,, 8, 6, 3, 6; Card 5: 0, composite,,, 5, 0; Card 6: 5, prime,, 5; Card 7:, composite,,, 3,, 6, ; Card 8: 6, composite,,, 3, 6; Card 9: 6, composite,,, 3, 6; Card 0:, composite,,, 3,, 6, 8,,. 3 Prime-O MATHO 3 Prime-O MATHO Objective: Students will fi nd the prime factorization of a number. They will play a game and fi nd all the prime factors of two- and three-digit numbers., Two-Column Chart, p. 37; MATHO Cards, p. 3 ; Factor Cards, p. 8 ( per pair) Two-sided counters for each pair Label the chart. Make the Factor Cards. Fill out the MATHO Card with any prime numbers. Player Turn over the top Factor Card. All players record the number. All Players Find and record the prime factorization of the number. Number Prime Factorization 36,, 3, 3 36,, 3,, 6, 9,, 8, 36 All Players If any numbers in the prime factorization are also on your MATHO Card, cover them with game pieces. Take turns turning over the Factor cards until one player has covered five squares diagonally, across, or up and down. You can cover a number only as many times as it appears in the factorization. M A T H O FREE 9 3 Answers: :, 3, 7; 8:, 3, 3; 60:,, 3, 5; 0:,, 5; 33: 3, ; 6:,,, ; 66:, 3, ; 75: 3, 5, 5; 63: 3, 3, 7; 5: 3, 3, All rights reserved.

4 5 Do We Decimal? Do We Decimal? Players Objective: Students will read, write, and order decimals through the hundredths place. They will use a 0 0 grid to represent decimals., Decimal Cards, p. 50 ( per pair); Two-Column Chart, p. 37 ; Centimeter Grid, p.59 Workmat, p. 5 (Circle) Label your chart. Make the Decimal Cards All Players Compare your grids. If they are the same, and put them face-down in a pile. Use the 0 0 Grid. write the decimal in the Word Form column. If they are not the same, work together to correct them. Player Take a Decimal Card. Write the standard form in the first column. All Players Write the decimal in fraction form on your chart. Write the fraction in simplest form. All Players Draw and show the decimal on your grid. Standard Form Word Form Fraction Form 0. twenty-one Each box hundredths 00 in the grid equals one-hundredth. Repeat Steps until you have used all the cards. 0. Answers: Sample answers: three tenths: 0.3; one tenth: 0.; seventy-one hundredths: 0.7; fi fteen hundredths: 0.5; thirty hundredths: 0.30; eight hundredths: 0.08; seven tenths: 0.7; thirty-four hundredths: 0.3; forty-three hundredths: 0.3; three hundredths: 0.03; ninety-six hundredths: 0.96; six tenths: 0.6. One Form to Another Objective: Students will read and write decimals and relate decimals to fractions that name tenths, hundredths, and thousandths. They will change money values into standard decimal, word, and fraction forms. One Form to Another Label the chart. Make the Money Cards and Put aside the card you used so you do not use put them into the bag. it again. Take a Money Card out of the bag. Repeat Steps 3 seven more times. Forms Write the amount on the card in standard form, word form, and fraction form. Standard Form Word Form Fraction Form Remember to write the fractions 0.65 sixty-five _ 65 in simplest terms. hundredths 00 = 3_ 0, Three-Column Chart, p. 38 ; Money Cards, pp. 5 5 Answers:, two, _ ; 0.05, fi ve hundredths, ;.75, one and seventy-fi ve hundredths, 0 3_ ; 0.05, fi ve hundredths, ; 7.0, seven and twenty hundredths, 7 ; 0.0, ten 0 5 hundredths, ; 0.5, twenty-fi ve hundredths, ;, one, ; 0.50, fi fty hundredths, 0 ; 0.75, seventy-fi ve hundredths, _ 3 _ ;, one, ; 0.60, sixty hundredths; _ 3 5 ; 0.60, sixty hundredths, _ 3 5 ; 0.65, sixty-fi ve hundredths, 3 ; 0.9, ninety-one hundredths, 9 _ ; 0.50, fi fty hundredths, Fraction to Decimal Bingo Fraction to Decimal Bingo Players Objective: Students will relate decimals to fractions that name tenths, hundredths, and thousandths. They will change fractions to decimals and record the equivalent fractions and decimals on a chart., Two-Column Chart, p. 37 ; Bingo Playing Cards, p. 53 ( per pair); Bingo Game Card, p. 5 0 counters or cubes Answers: _, 0.5;, 0.0; 5 5, 0.8; 5, 0.08; 3 5, 3 _, 0.; 5, ; _ 5 8, 0.65;, 0.6; 5, 0.5; _, 0.; 7, 0.8;, 0.875;, 0.; , 0.6; _ 3, 0.75; _ 3 _, 0.375; 8 8, 0.5; 7 5, 0.8; 7 0, 0.7; 3 0, 0.3; 0, 0.; _ 3 5, 0.6; 9, 0.9; 0 5, 0.8. Label your chart. Make the Bingo Playing Cards. Use your Bingo Game Card and some game pieces. Player Take a Bingo Playing Card and show it. All Players Write the fraction in the Fraction column. All Players Rewrite the fraction as a decimal in the Decimal column. 5 Fraction Decimal 0.0 All Players If the decimal is on your Bingo Game Card, cover the number with a game piece A row can be 0.65 across, up 0. and down, or diagonal FREE Take turns. The first player to have five game pieces in a row wins. 0.5

5 5 Add-A-Round 5 Add-A-Round Players Objective: Students will use addition and subtraction to solve problems involving decimals., Three-Column Chart, p. 38 ; 3 3 Grid, p. 55 ; Decimal Cards, p. 50 ( per pair) 0 counters or cubes (0 of each color) Label your chart. Make the Decimal Cards. Player Record the two Decimal Cards. Solve in the Put them face-up in five rows of four cards. Fill in a Sum column. 3 3 grid as shown. Each player uses 5 game pieces. Decimal Card Decimal Card Sum Player Say any decimal on your grid = Player If your sum equals Player s decimal, put a game piece on the grid Take turns and repeat Steps. The first Estimate player to get three game pieces in a row wins the sum first! Player Choose two Decimal Cards that total the decimal you hear. Answers: Sample answer: Card : 0.67, Card : 0.35, Sum:.0; Card : 0.5, Card : 0.37, Sum: Get Around! 5 Get Around! Objective: Students will use addition to solve problems involving whole numbers and decimals. They will measure classroom objects and record the measurements, rounding to the nearest tenth., Three-Column Chart, p. 38 Paper, a book, a box, a pennant, fl oor tile, centimeter ruler, and a meterstick Label the chart. Select three classroom Find and record the perimeter of the object objects, such as the top of your desk, or even the in centimeters. chart. Use a centimeter ruler. Repeat Steps for all the objects. Record the names of the objects in the Object column. Remember, Measure Measure the lengths of all the sides perimeter equals of the object in millimeters. the sum of all the sides. Rewrite the measurements as centimeters. Object mm Sides Perimeter book 73 mm 7.3 cm 07 mm 0.7 cm 73 mm 7.3 cm 07 mm 0.7 cm Answers: Sample answer: fl oor tile = 0. cm + 0. cm + 0. cm + 0. cm; Perimeter = 0.8 cm. 5 Decimal Display 5 Decimal Display Objective: Students will use addition and subtraction to solve problems involving decimals. They will use centimeter grid worksheets and place-value charts to model adding and subtracting decimals., Three-Column Chart, p. 38 ; Decimal Pair Cards, p. 56 ( per group) Centimeter Grid, p. 59 Workmat, p. (Place-Value Chart), Workmat, p. 5 (Circle), colored markers Label your chart. Make the Decimal Pair Cards. All Players Use colored markers and the Use the 0 0 Grid Workmat and markers. 0 0 Grid Workmat to find the sum of the decimals. Player Take a Decimal Pair Card. All Players Record the first decimal in the Decimal column and the second decimal in Use a different color for the Decimal column. each decimal. Decimal Decimal Total , 0.0 All Players The first player to find the correct sum keeps the card. All players write the sum in the Total column. Take turns. Play until all the cards have been used. The player with the most cards wins. Answers: = 0.77; = 0.87; = 0.96; = 0.50; = 0.88; = 0.8; = 0.7; = 0.7; = 59.83; = 0.; = 8.06; = 8.6; =.3; =.7; =

6 6 Fraction Fix Up 6 Fraction Fix Up Players Objective: Students will understand the concept of multiplication of fractions. They will multiply a whole number and a fraction., Three-Column Chart, p. 38 ; Simplifi ed Fraction Cards, p. 57 ( per pair) Number Cards 9, p. 69, or number tiles 9, scissors Answers: Sample answer: 9 _ 3 = 3. Label your chart. Make the Simplified Fraction Cards and put them face-down. Put the number tiles face-down. Player Make a multiplication expression. Take a number tile. This is the whole number. Take a card. This is the fraction. _ 3 All Players Record the numbers. Player Use mental math to find and record the product of the whole number and the fraction. Player Check the product. If you agree, Player keeps the card. All players record the product. Whole Number Fraction Product 3 _ 3 Take turns. Repeat Steps for all the cards. The player with the most cards wins. Simplify the product, if necessary. 6 Fruitful Fractions Objective: Students will multiply a whole number and a fraction to fi nd recipe measurements., Five-Column Chart, p. 0, Number Cards 9, p. 69, or number tiles 9, scissors Fruitful Fractions 6 Label the chart and fill out as shown. Put the number tiles face-down in a pile. You will be making fruit salad for two parties. Take one tile. This is the number of servings for the first party. Record the number. Measure Multiply the number of servings by the amount of the first fruit. Record the product in the Amount Needed column. Repeat Step for the other fruits. Recipe Servings Amount Amount (party ) Needed Pineapple, _ cup Oranges, 3_ cup Strawberries, _ 6 cup Apples, _ 5 cup Servings (party ) Amount Needed Repeat Steps 3 for the second party. Answers: Sample answers: _ Sevings cup pineapple _ 3_ cup oranges 3_ 3_, or 3 3_, or 9_, or 6 cup strawberries _ 6 _ 3 _ 3 _ 3 _ 5 cup apples _ 5 _ 5 6_, or 5 5 8_ 3, or Mixed Fractions 6 Mixed Fractions Objective: Students will compute and perform simple multiplication of fractions. They will make two mixed numbers using number cards and multiply to fi nd the product. They will check other students answers., Mixed Fraction Boards, p. 58, ( per student) Number Cards 9, p. 69, or number tiles 9 Answers: Sample answer: 5 _ 3 6 _ = 35 5 Write your name on two Mixed Number Boards. Put the number tiles face-down. All Players Turn over two tiles. All Players Write the six numbers in the first six squares on the Mixed Number Board. 8 x 6 All Players Write the product in the last three boxes. 3 = All Players Pass your board to the player on your left to check the product. A correct product scores point. Make sure your product is in simplest form. Repeat Steps eight times. The player with the most points wins. 6

7 0-0_5_785MWVEMC_GM.indd 7 0-0_5_78568MWVEMC_CL.indd 7 l Favorite Sandwich Sandwich Tallies PB&J BLT Turkey Ham 8. What is the range of the data? 3//09 0:03:6 PM 3//09 0:09: PM 7 Data Spin 7 Data Spin Objective: Students will record the results of spinning a spinner in a chart. Then students will make a bar graph of the data., Circle/Spinner, p. 7; Three-Column Chart, p. 38; Centimeter Grid, p. 59 Make a spinner like the one shown. All Players Find the mean of this set of data. Label the chart. All Players Find the median, mode, and range of Data Mean Median Mode Range this set of data. Data Mean Median Mode Range 5 0 0, = = 5 0, 0, 5 Player Spin the spinner 5 five times. 5 0 Remember to All Players record the results in Repeat Steps until all players have Record each spin the correct columns had a chance to spin the spinner. in the Data column of your chart. of your chart. Answers: Check students charts and graphs. 7 Geo-World 7 Geo-World Objective: Students will graph a given set of data using a bar graph. They will identify two-dimensional fi gures in their environment. They will display their fi ndings in graph form and interpret the graph., Three-Column Chart, p. 38; Centimeter Grid, p. 59 Five different-color crayons or color pencils Label the chart and list five shapes as shown. Write your name on the grid paper. Tally Look around your classroom. When you see a listed shape, put a tally mark on your chart. Shape Tallies Frequency square rectangle circle triangle hexagon ll lll The door is shaped like a rectangle. Maybe your room has a table shaped like a hexagon. After you have recorded 0 5 shapes, count your tally marks for each shape. Add Write the total number of each shape in the Frequency column of your chart. Use your data to make a bar graph of the shapes in your classroom. Shapes in My Classroom Frequency Square Rectangle Circle Triangle Hexagon Answers: Make sure students graphs match the data they collected in the 3-column chart. Make sure their interpretation and summary of the data are correct. 7 Is This Seat Taken? 7 Is This Seat Taken? Objective: Students will use tables and graphs to interpret data. They will practice fi nding the mean, median, mode, and range of data., Two-Column Chart, p. 37 ; Data Deck Cards, p. 60 ( per group); Satellite Gameboard, pp. 6 6 ( per group) Answers:. Blue is the favorite color;. 0; 3. 5;. ; 5. mean = 6.5, median = 8.5, mode = 0; 6. 0; 7. 9; 8. 7; 9. mean = 78, median = 79, no mode; 0. 6;. 6.5;. 79. Label your chart. Make the Data Deck Cards. Use the Satellite Gameboard and gamepieces. Player Turn over the top card and read it aloud. All Players Write the card number and the answer to the question on your chart. All Players Compare your answer with the other players answers. Card Number Answer = 7 If your answer is correct, move one of your counters to a seat at your table. If your answer is wrong, do not move a counter. Repeat Steps 3, taking turns turning a card until all the cards are used. The winner has the most seats filled. 7

8 inches 0 3 inches 8 Plan a Schedule 8 Plan a Schedule Objective: Students will solve problems by adding and subtracting fractions and mixed numbers. They will practice adding mixed numbers using and., Four-Column Chart, p. 39, Label and fill out the chart. Use this chart to find the total number of hours it will take to do each job. Total Hours Jobs Per Job at home _ Yard work for Mrs. Carlson _ Exercise _ Math _ Homework 3 Reading 3_ Recycling _ Clean room _ Schedule Make a schedule for each week. Each job listed needs to be done at least once during the next two weeks, but you have only 6 3_ hours each week to do the jobs. Write the total time for each week at the bottom of each Time column. Be sure each week s total is less than or equal to 6 3_ hours. Jobs for Week Yard work home Yard work Mrs. Carlson Exercise Homework Math Homework Reading Recycling Clean room Time Jobs for Week Yard work home Yard work Mrs. Carlson Exercise Homework Math Homework Reading Recycling Clean room Time Consider doing one part of the job the first week and the rest of the job the second week. Answers: Sample answer: Week : Exercise, Yard work at home, Reading, Clean room: _ + _ + _ 3 + _ = 6 _ 3 ; Week : Yard work for Mrs. Carlson, Math, Recycling: _ + _ 3 + _ = 5 _ Mixed Measures 8 Mixed Measures Players Objective: Students will practice using rulers to model adding mixed numbers that include _,, and. They will model and solve fraction addition problems using 8 a measured line., Two-Column Chart, p. 37, Inch ruler, a blue and a green marker or color pencil Answers:. 3 _ 8 ;. 5 _ 3 7 ; 3. 5 ;. 8 ; 5. 5 _ 3 ; Label the chart and fill out the Equation column as shown. Use an inch ruler. Equation Sum. 7_ Write the 8 in. + _ in. mixed number above each. _ segment length. in. + _ in _ in. + _ 8 in.. _ in. + 6_ 8 in _ in. + 5_ 8 in. 6. _ in. + _ 8 in. Player Draw a two-part line segment to show the mixed numbers. Player Measure the whole segment. Write the total length below it. 7_ 8 3 _ 8 Player Solve the addition equation. All Players Compare answers. If the length of the whole segment and the sum do not match, recheck your work. Take turns. Repeat Steps for every equation. _ 8 Pattern Block Mix-Up 8 Pattern Block Mix-Up Players Objective: Students will solve addition and subtraction problems with fractions and mixed numbers and express answers in simplest form. They will write and solve fraction equations from pictorial cards and match their results to equation cards based on the simplifi ed fraction answer. Label your chart. Make the Pattern Block Equation Cards. Player Take a card. Draw the pattern equation in the Pattern Card column. Player Write a number equation in the Equation column that matches the pattern equation. Player Solve and record the sum. Regroup when necessary. Be sure each answer is in simplest form. All Players If Player agrees with your equation and sum, keep the card. Pattern Card Equation Sum + _ + _ 3 + Take turns. The player with the most cards wins., Three-Column Chart, p. 38 ; Pattern Block Equation Cards, p. 63 ( per pair) Answers: + = 3 ; + = 3; + = 3 ; = 5 ; = 3 3 ; = 6; 3 + = ; + = 5. 8

9 State Stats 9 State Stats Objective: Students will graph a given set of data using a bar graph. They will use the population of a state for three different years to make a bar graph showing data., Four-Column Chart, p.39 ; State Populations worksheet, p. 6 ; Centimeter Grid, p. 59 Label the chart. Write your name on the grid paper. Use the State Population Worksheet. State On your chart, write the name of your state or one you would like to visit. Find the state on the State Population Worksheet. Record the population for each year. Round Round the population figures to the nearest hundred thousand or ten thousand. Population (in thousands) Use the data in Step to make a bar graph on the grid paper Population of Vermont Year Look at the range of your data to help you choose intervals for the vertical axis. Answers: Anticipated outcomes: Students graphs should have an appropriate scale for their data, and the data should be accurately represented. Axes and graphs should have titles. 9 Capital Temperatures 9 Capital Temperatures Objective: Students will graph a given set of data using a bar graph. They will use average monthly temperatures to create a bar graph., Two-Column Chart, p. 37 ; State Capital Temperature worksheet, p. 65 ; Centimeter Grid, p. 59 Label the chart and fill out as shown. Write your name on the Centimeter Grid Paper. Use the State Capital Temperature Worksheet. Mean Month Temperature January February March Look at the range April of temperatures when May selecting the intervals June for the y-axis. July August September October November December Choose a state on the State Capital Temperature Worksheet. Data Find and record the state s mean temperature data for each month of the year. Use the data to make a bar graph on the grid paper. Average Monthly Temperatures in Albany, New York Month Write the name of the state on your chart. Average Temperature (degrees Fahrenheit) Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec Answers: Anticipated outcomes: Students graphs should have an appropriate scale for their data, and the data should be accurately represented. Axes and graphs should have titles. 9 Data Spin 9 Data Spin Players Objective: Students will describe characteristics of data including median, mode, and range. They will use numbers from a spinner to fi nd mean, median, mode, and range of data., Five-Column Chart, p. 0 ; Circle/Spinner, p. 7 ( per group) Transparent spinner Answers: Sample answers: Data: 0, 0, 0, 5, 0; Mean: ; Median: 0; Mode: 0; Range: 0 5 = 5. Label your chart. Make a Spinner as shown. Player Spin the spinner five times. All Players Record each of the numbers in the Data column All Players Find the mean, median, mode, and range of the data. Record the results in the chart. Data Mean Median Mode Range 0, 5, 5, 3 5, 0 Take turns spinning the spinner. Repeat Steps 3 ten times. To find the mean, add the numbers and then divide by how many numbers you added. To find the median, arrange the numbers in order and then find the middle number. To find the mode, look for the number that occurs most often. To find the range, find the difference between the greatest and least values. 9

10 0 Awesome Areas 0 Awesome Areas Objective: Students will select and use appropriate units and formulas to measure area. They will fi nd, estimate, and measure the faces of objects to fi nd the areas of each., Four-Column Chart, p. 39 Centimeter or inch ruler Answers: Sample answers: Object: paper; Estimate; 80 in. ; Formula: 8 _ ; Actual Area: 93.5 in. Object: pennant; Estimate: 50 in. ; Formula _ 6 ; Actual Area: 36 in. Label your chart. Use a centimeter or inch ruler. Choose four classroom objects that have either a rectangle- or triangle-shaped face. Write the names in your chart. Estimate Estimate the area of each face. Record your estimates on your chart. Object Estimated Area Formula Actual Area desktop 300 in pennant 7 in art table math book Measure Measure the faces. Measure to either the nearest _ cm or the nearest _ in. Write the area formula that you would use for each face. Find the actual area of each face. Record the areas on your chart. Be sure to include the correct square units. 0 Triangle Trials 0 Triangle Trials Objective: Students will select and use appropriate units and formulas to measure area. They will compare areas of a rectangle, two triangles, and a parallelogram made from the same original shape., Three-Column Chart, p. 38; Centimeter Grid, p. 59 Scissors Answers: Sample answer: The area of a triangle is _ the area of the rectangle from which it came. The area of a parallelogram is equal to the area of a rectangle with the same base and height. Label the chart. Use Centimeter Grid Paper. Rectangle Area Parallelogram Area Triangles Draw an outline of a rectangle with an area of cm on the Centimeter Grid Paper. Write the area on your chart. Cut the rectangle into two triangles. Cut from one corner to the opposite corner to make the triangles. Look at the sides of the triangles that form right angles. Match the long sides of the right angles to make a parallelogram. Tape the triangles. This is more Count the number of than _ of a square. squares that show at least _ of a square. This is less This is the area. than _ of a square. Record the area of the parallelogram. Make a different rectangle with an area of cm. Repeat Steps. Repeat Steps 5 with rectangles of different areas. What relationship do you see between the areas of a rectangle and a parallelogram? Answer this question on the bottom of your chart. 0 Fabulous Formulas 0 Fabulous Formulas Objective: Students will connect models for perimeter and area with their respective formulas. They will match expressions with correct models for fi nding area or perimeter of rectangles., Two-Column Chart, p. 37; Centimeter Grid, p. 59 Scissors, glue stick Fill out the chart as shown. Use If the expression is finding area: the Centimeter Grid. Write the area formula for your model. Expression Formula Perimeter Area Find and write the area. 5 cm x 7 cm If the expression is finding perimeter: ( cm) + (6 cm) Write the perimeter formula for your model. ( cm + 7 cm) Find and write the perimeter. 3 cm x 3 cm cm x 9 cm Remember to use the correct units for area and perimeter. Perimeter or Area Read the first expression. Is it finding perimeter or area? Record in the correct column. Repeat Steps for each expression. Model Use the Centimeter Grid to model the expression. Answers: Expression: 5 7; () + (6); ( + 7); 3 3; 9 Formula: length width; (length) + (width); (length) + (width); length width; Perimeter: (second row) 8; (third row) ; Area: (fi rst row) 35 cm ; (fourth row) 9 cm ; (fi fth row) 9 cm. Models should match expressions. 0

11 Special 5 Special 5 Objective: Students will use multiplication to solve problems involving whole numbers and estimate products of two-digit by two-digit multiplication. Students use arrays to solve two-digit by two-digit multiplication problems., Five-Column Chart, p. 0 ; Centimeter Grid, p. 59 (3 per student); Circle/Spinner, p. 7 Label the chart and the spinner as shown. Repeat Steps to complete the chart. Write your name on the Centimeter Grid Paper. One sheet Spin the spinner twice. Write a multiplication of Centimeter Grid Paper is 5 x 0. You will need equation with the numbers. more than sheet. Estimate Estimate the product in each of the four ways shown. Round Round Exact Product Round Up Round Down One Down One Up One Up One Down 5 x 35 = 30 x 0 = 0 x 30 = 0 x 0 = 30 x 30 = Use Centimeter Grid 875, paper to find and record one of the exact products Answers: Sample answer: 35 5 =,575; 0 50 =,000; 30 0 =,00; =,500; 0 0 =,600. Amazing Areas Amazing Areas Objective: Students will multiply to solve measurement problems involving length, width, and area., Four-Column Chart, p. 39 Inch ruler and objects to measure (suggested objects: box of tissues, textbook, board eraser, box of crayons) Label the chart. List the names of five Find the area. rectangular objects in the Object column. Some Object Length Width Area ideas include a floor tile, the cover of a book, a Rug 3 in. 7 in. 86 in side of a box of tissues, a board eraser, a desktop, Textbook the front of a file cabinet. Desktop Measure Use a ruler to measure the length of the first object to the nearest inch. Remember, the formula for the area of a rectangle is Measure Then measure the width Area = length width. Don t to the nearest inch. forget to write your units in square inches! Write your measurements on your chart. Repeat Steps for the rest of the objects. Answers: Sample answer: Window: 3 in. 7 in. = 86 in.² Multiplication Relay Multiplication Relay Objective: Students will multiply to solve meaningful problems. They practice multiplying by two-digit numbers., Computation Recording Sheet, p. 66; Two-Digit Times Two-Digit Multiplication Mat, p. 67 Number Cards 0 9 (two sets), p. 69, or number tiles 0 9 (two sets); calculator or multiplication chart Put all the number tiles face-down in a pile. Write your name on the Computation Recording Sheet. Player Turn over four number tiles. Make two -digit factors. 7 x All Players Copy the factors in the first box of your recording sheet. Then pass your recording sheet to the player on your left. All Players Multiply the ones. Then pass the recording sheet to your left again. All Players Multiply the tens. Then pass the recording sheet to the left again. All Players Add. Pass the recording sheet to the left again. All Players Check the answer. If the product is correct, circle it. 7 x If the product is incorrect, circle 5 the mistake.,080 Use zero as,3 a placeholder. Repeat Steps 6 to find three products. Answers: Sample answer: 7 3 = 837.

12 Inner Space Inner Space Objective: Students will select and use appropriate units and formulas to measure length and volume. They will fi nd the volume of rectangular prisms using a centimeter ruler., Six-Column Chart, p. Centimeter ruler, classroom objects that are rectangular prisms (book, box of tissues, box of paper clips, lunch box, box of markers, eraser) Answers: Anticipated outcome: Volumes should equal length width height. Label your chart. Find four classroom objects to measure. Object Estimated Volume Length Width Height Write the name of each object in the first column of your chart. Estimate Estimate and record each object s volume in cubic centimeters. Measure Measure and record the length, width, and height of each object. Find and record the actual volume for each object. Order the four objects from least volume to greatest volume on the back of your chart. Actual Volume Be sure the objects have volume, for example: a book, a box of markers, or an eraser. What s in the Box? What s in the Box? Objective: Students will fi nd the volume of rectangular prisms by using unit cubes as models. They will estimate the volume of prisms by stacking unit cubes into nets that have been folded to make prisms., Five-Column Chart, p. 0 ; Prism Nets, p. 68 ( per pair) 50-piece unit cube set, scissors, tape Label your chart. Cut, fold, Be sure not Repeat Steps 3 for the other prisms. and tape the rectangular prisms. to tape the top down. Use unit cubes. How do the measurements help Length Width Height Volume (number you find the volume? Write your answer Object (number of (number of (number of of unit cubes at the bottom of your chart. squares) squares) squares) inside prism) Prism Prism Prism 3 Prism Prism Fill one rectangular prism with unit cubes. Count and record the number of squares for the length, width, and height. Prism Count and record how many unit cubes it takes to fill the prism. Prism 3 Answers: Prism : Length: 3, Width: 3, Height: 3, Volume: 7; Prism : Length:, Width: 6, Height:, Volume: ; Prism 3: Length:, Width: 3, Height:, Volume: ; Sample Answer: Length times width times height equals volume. It s in the Can! It s in the Can! Objective: Students will estimate the volume of a cylinder by estimating the number of unit cubes that will fi t inside the cylinder., Four-Column Chart, p. 39; Centimeter Grid, p piece unit cube set, three cylinders of varying sizes Label your chart. Find four cylinders. Estimate Estimate and record how many unit Write the numbers in the Cylinder column. Use the cubes would fit into the cylinder s base. Centimeter Grid. Estimated Estimated Volume (estimated Do not forget Cylinder number of number of number of cubes partial unit cubes! cubes in base cubes tall in cylinder).. Stack cubes along the cylinder s 3. side. Estimate and record how. many cubes tall the cylinder is. Trace one cylinder s base on the Centimeter Grid. Find and record the estimated volume by multiplying your estimates. Repeat Steps for the other cylinders. Answers: Anticipated outcome: Estimated volumes should be based on number of unit cubes used in measuring the base and height of cylinder.

13 3 Dueling Decimals 3 Dueling Decimals Players Objective: Students will multiply with decimals. They will make decimal multiplication problems that involve zeros. Label your chart. Make the Number Cards. Use a coin and a number cube. Decimal Number Product Player Take two cards. Toss the coin. Heads means two zeros, and tails means one zero. Make and record a decimal. Player Roll the number cube and record the number. Using mental math, multiply the decimal by the cube s number. Say the product. Player Check the product. If the product is correct, record it. Player scores point. Take turns. Repeat Steps 3 five times. The player with the most points wins., Three-Column Chart, p. 38 ; Number Cards, p. 69 ( per pair) Scissors, counter labeled 00 and 0, Number Cube Patterns, p. 07, or number cube labeled 6, coin If your cards are and 9, and the coin shows heads, your decimal could be 00.9, 0.09,.009, 900., 90.0, or 9.00 Answers: Sample answer: =.06 3 Market Multiplication 3 Market Multiplication Objective: Students will multiply with decimals. They will multiply the price per pound (decimals as a money amount) by the number of pounds (in decimals). Then they will fi nd the total cost of a purchase of fruits and vegetables. Label the chart and fill out as shown. Use two number cubes. Fruit/ Price per Vegetable Pound Apples $.89 Bananas $.3 Broccoli $3.76 Oranges $3.3 Lettuce $.98 Onions $.3 Number of Cost Pounds The least money value is a penny, so round your cost to the nearest penny, or hundredth. Roll both number cubes. Make a decimal and record it in the Number of Pounds column. Measure Multiply to find the cost for the fruit or vegetable. Repeat Steps for each fruit and vegetable. Then find the total cost and record it at the bottom of your chart., Four-Column Chart, p. 39, Number Cube Patterns, p. 07, or number cube labeled 0 5 and number cube labeled 6 Answers: Sample answer: 5. $3.76 = $ Tic-Tac-Decimals 3 Tic-Tac-Decimals Players Objective: Students will practice estimating and fi nding the product of two decimal numbers. Then they will write and solve decimal multiplication problems to check their estimate., 3 3 Grid, p. 55 ( per pair); Computation Recording Sheet, p. 66, ; Decimal Cards 3, p. 70 ( per pair) Scissors, counters or cubes ( per pair) Fill out the 3 3 Grid as shown. Make the Player Choose a square on the grid. Decimal 3 Cards and put face-up. Use the Numbered Recording Sheet and game pieces. Player Choose two cards that you think will have a product equal to the number you hear. All Players Use the two numbers to make a multiplication sentence. Player If the product matches the decimal on the grid, put a game piece on the square Take turns. The first player to Say the decimal out loud. cover three squares in a row wins Answers: Sample answers: 8.56 =.7.8; 9.88 =.8.06; 78.7 =.8 6.; 7. = ; 0.8 = ; = 6..06; =.06.7; 00.3 =

14 Vary the Volume Vary the Volume Players Objective: Students will use unit cubes to build rectangular prisms with varying dimensions but the same volume., Four-Column Chart, p unit cubes Label your chart. Use 36 unit cubes. All Players In the columns, record the prism s Length Width Height Volume length (number of cubes long) width (number of cubes wide) height (number of cubes high) All Players Make a rectangular prism volume (total number of cubes used, using 36 cubes. or cubic units) Repeat Steps to make two more rectangular prisms. Use all the cubes. These prisms should have different lengths, widths, and heights than the first prism you made. Answers: Sample answer: length: cubes; width: 3 cubes; height: 3 cubes; volume: 36 cubic units. 3-D Construction 3-D Construction Objective: Students will build a cube, a triangular pyramid, and a square pyramid and identify the number of faces, edges, and vertices on each. Label the chart. Use nets to make figures. Use scissors and tape. 3-D Figure Faces Edges Vertices Make the cube. Count Count each face, edge, and vertex on the figure. Record the number of faces, edges, and vertices in the columns. Repeat Steps 3 for another net. Remember the face is the flat side. An edge is where two sides meet. A vertex is a corner., Four-Column Chart, p. 39; Cube Net, p. 7; Triangular Pyramid Net, p. 7; Square Pyramid Net, p. 73 Scissors, glue or tape Answers: cube: 6 faces, edges, 8 vertices; triangular pyramid: faces, 6 edges, vertices; square pyramid: 5 faces, 8 edges, 5 vertices. Fantastic Figures Fantastic Figures Objective: Students will build an octahedron and a dodecahedron and record the number of faces, edges, and vertices on each fi gure., Four-Column Chart, p. 39; Octahedron Net, p. 7; Dodecahedron Net, p. 75 Label the chart. Use nets to make figures. Record the number of faces, edges, and vertices Use scissors and tape. in the columns. Make the octahedron. Write the name of the figure Repeat Steps 3 to make the in the 3-D Figure column. dodecahedron. 3-D Figure Faces Edges Vertices To help you count the number of faces, use a pencil to number each face. Make a mark on each edge as you count it, so you will know which edges you have already counted. Identify Count each face, edge, and vertex of the figure. Answers: octahedron: 8 faces (equilateral triangles), edges, 6 vertices; dodecahedron: faces (pentagons), 30 edges, 0 vertices

15 0-0_5_78537MWVEMC_CM.indd 5 0-0_5_785MWVEMC_GM.indd 5 0-0_5_78568MWVEMC_CL.indd 5 3//09 9:50:3 PM 3//09 0:05:3 PM 3//09 0:0:59 PM 5 Divide and Conquer Divide and Conquer 5 Objective: Students will use number cubes and a spinner to make and divide problems with three-digit dividends by two-digit divisors., Three-Column Chart, p. 38 ; Circle/Spinner, p. 7 ( per group) Transparent spinner, Number Cube Patterns, p. 07, or three number cubes labeled -6 Label your chart. Make a spinner as shown. Player Roll three number cubes and arrange them to make the greatest number. All players write this number in the Dividend column. Player Spin the spinner. All players write the spinner number in the Divisor column. Dividend Divisor Problem All Players Write and solve the division problem. Repeat Steps 3 until each player has two turns rolling and spinning. Answers: Sample answer: 7 R Minute March 5 5-Minute March Objective: Students fi nd how many 5-minute time increments are in a given length of time. They will write and solve division problems to match the situation., Four-Column Chart, p. 39 ; Division Story Cards, p. 76 ( per group) Brass fastener, scissors Label the chart. Make and shuffle the Division Write and solve the division word problem. Story Cards and put face-down. Number of Card Number Total Time Problem Time Periods Take the top card. Write the card number on your chart. 30 minutes 5 30 Read the story. Find and record the story s total 30 0 time in the Total Time column. Ali had a 30-minute art Measure Measure and record how many class on Monday. How 5-minute time periods make up the total In a 30-minute many 5-minute time period, there are two periods was Ali s art class? time in the Number of Time Periods column. 5-minute periods. Repeat Steps for each story card. Answers:. 5 5 = 3; = ; = 5; = 6; = 3; = 0; = ; = 0. 5 Decide and Divide 5 Decide and Divide Objective: Students choose their dividends and divisors and then estimate quotients, dividing three-digit dividends by two-digit divisors., Three-Column Chart, p. 38 ; Decide and Divide Table, p. 77 ( per group) 9 counters Label your chart. Use nine counters. Use the Decide and Divide Table. All Players Take two numbers from the table, one from A and one from B, that will produce the greatest quotient. Use the counters to cover the numbers in the chart so you don t use the numbers again. A B All Players Write the numbers as a division problem on your chart. All Players Round to estimate the quotient and write your estimate. All Players Find and record the quotient. Problem Estimate Quotient All Players Repeat Steps four times. Add your quotients. The player with the highest sum wins. Answers: Sample answer: 88 8 = 6 5

16 6 Rolling Angles 6 Rolling Angles Objective: Students will draw angles using a protractor and then classify the angles., Three-Column Chart p. 38 Protractor Pattern, p. 09, or protractor; Number Cube Patterns, p. 07 Label the chart. Make three number cubes. Use the protractor to construct the angle in the Label one number cube 0, 0,,,, 3. Label the Drawing column. second number cube 0,,, 3,, 5. Label the third Degrees Drawing Classification number cube, 5, 6, 7, 8, 9. Use a protractor. 07º Roll the number cubes. Record the measure in the Degrees column. Angle Classify the angle as right, acute, obtuse, Use the number or straight. cube labeled 0, 0,,,, 3 for the first digit of your angle measure. Use the number cube labeled 0 5 for the Repeat Steps 3 second digit of the angle measure, and the 9 cube for the nine more times. third digit. Answers: Sample answers: : obtuse; 90 : right; : acute; 80 : straight 6 Geometry MATHO 6 Geometry MATHO Objective: Students will match geometric drawings with their terms. They will match pictures of shapes on Geometry Picture Cards with the correct term written on a MATHO Card., Two-Column Chart p. 37, ; MATHO Card, p. 3; Geometric Picture Cards, p. 78 ( per group) Two-sided counters Label your chart. Make the Geometric Player Take a Geometric Picture Card. Show the Picture Cards and put them face-down in a pile. Fill picture to all players. out your MATHO Card. Use game pieces. All Players Copy the picture onto your chart and write the term that names the figure. Write the terms in any order on your card. Picture Term You will need to use some terms twice. parallel lines M A T H O acute prism edge cylinder obtuse angle angle All Players Use a counter to cover the matching right pyramid vertex face base angle term on the MATHO Card. If a term is written on the card more than once, cover only one. congruent parallel FREE intersecting cone ray vertex perpendicular face straight Repeat Steps 3 until one player covers five angle terms in a row. Answers: Sample answer: vertex 6 Picture This 6 Picture This Players Objective: Students will identify and describe attributes of geometric shapes and lines. They will give clues to help other students identify shapes or lines., Two-Column Chart, p. 37 ; Geometric Picture Cards, p. 78 ( per pair) Label your chart. Make the Geometric Picture Player On your chart, name what the Cards and put face-down in a pile. picture shows. Player Take a Geometric Picture Card. Do not let your partner see it. Give one clue, using terms such as Take turns until you have used all the cards. faces, edges, lines, and vertices. Player Record the clue on your chart and try to guess the picture. You ve used four Name Clues clues, you can have one more. I have lines. Player When your partner correctly names the picture, show the card. Answers: Sample clue: This solid has 6 faces and 8 vertices. The shape of this solid s base is a square. Each face of this solid is a rectangle. Answer: The shape is a rectangular prism. 6

17 0 3 5 centimeters 7 D is for 7 D is for... Players Objective: Students will divide using decimals. They will use decimal cards and a spinner to make and solve decimal division equations., Four-Column Chart, p. 39 ; Circle/Spinner, p. 7 ( per pair) Ten index cards, transparent spinner Label your chart and the spinner as shown. All Players Record the numbers. Write the following numbers on index cards. Shuffle and put them face-down. Dividend Divisor Equation Quotient Remember to.30 pay close attention to the placement of the decimal point Player Using mental math, say.0.30 the quotient. Record the equation and quotient Player On the back of your chart, multiply to check. If the quotient is correct, Player scores Player Take a card. This is the dividend. point. Player Spin the spinner. This is the divisor. Take turns. Repeat Steps 5 six times. The player with the most points wins. Answers: Sample answer: = Centimeter Division 7 Centimeter Division Objective: Students will divide with decimals and verify the reasonableness of the results. They will draw and divide line segments to solve problems involving the division of decimal numbers by whole numbers. Label the chart and fill out as shown. Division Model Quotient Check.8 cm 0.6 cm.8 cm 0. cm 3.5 cm 0.7 cm.8 cm 0.8 cm 5. cm.3 cm Count how many colors you used. This is the quotient. Record it in the Quotient column. Use multiplication to check the quotient. Division Model Quotient Check.8 cm 0.6 cm 3 cm 0.6 x 3.8 cm Remember to label the quotient and the product with the unit measure., Four-Column Chart, p. 39 Color pencils or markers (six colors) Model Draw a line that is the length of the dividend. Repeat Steps to find the other quotients. Measure Measure and mark lengths equal to the divisor along the line. Use a different color for each length. Answers: 3; 7; 5; 6; 7 Grid It 7 Grid It Objective: Students will divide using decimals. They will use grids to make models showing division of a decimal number by another decimal number., Two-Column Chart, p. 37 ; Hundredths Grid p. 79, ( per student) Crayons or colored markers Label the chart and fill out as shown. Write Model Read the divisor. Use this many colors to color your name on the Hundredths Grids worksheet. the Xs. Use each color once before repeating colors. Use color pencils or markers. Division Quotient. 0.8 =.. 3 = =..8 6 = = = Start coloring How many times is in the upper left each color used? and work down. Model Draw Xs in enough squares This is your quotient. to model the dividend number. Record it. Remember that each square You may need is one hundredth. to use more than Repeat Steps 3 one grid. to find the other quotients. Answers: 0.; 0.; 0.0; 0.3; 0.05; 0.3 7