Elementary Math Subject Overview - BJU Press [PDF]

ment for developing understanding and for enhancing mastery. Our math ... keep those skills fresh in the stu- dents' min

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Math elementary subject overview

bjupress.com | 800.845.5731 1

Our Process Manipulate. Connect. Solve. BJU Press Math is a comprehension-based math program designed to help students . . . • Develop an understanding of math • Build problem-solving/critical-thinking skills • Achieve accurate and efficient computation

Contents Program Approach Comprehension

3

Critical Thinking

5

Computation 7 Biblical Worldview 8 Love for Learning 9 Sample Lesson

10

The Materials

12

Technology Solutions

14

Program Approach Comprehension How Can We Make Math Easier to Understand?

The key to success in math is a strong foundation of number sense and comprehension of the concepts. Students must have a thorough understanding of the mathematical processes and know how to use the processes to determine an accurate answer. While memorization is a key element in math, a student who tries to survive on memorization alone will struggle as higher-level skills are introduced. To excite students about learning math, we have designed a program that engages interest using age-appropriate, colorful themes and hands-on involvement for developing understanding and for enhancing mastery. Our math books use a format that focuses on a single main concept in each chapter. Greater levels of difficulty are added as understanding increases. Our textbooks are filled with colorful photographs and illustrations that picture the problems students are solving as well as the themes.

S erve with Math

Name

Math shows the world is designed. 1. Hailey found 4 insects. There are 6 legs on each insect. How many legs are there?

4

sets of

6

is

24

.

6 + 6 + 6 + 6 = 24 4 × 6 = 24 There are

.

Excerpt from Math 3 • Chapter 6

2.

A Sequential Approach

There are 3 flowers. There are 5 petals on each flower. How many petals are there?

There are

.

Each new concept presented at any grade level is presented by implementing this three-stage process. Review of major concepts may also follow this format. 3. There are 3 spiders. Each spider has 4 pairs of 2 legs. How many legs does each spider have?

4 ×2= 8 How many legs do all the spiders have?

© BJU Press. Reproduction prohibited.

3 atsets 5 islevel 15 (the Teaching a new concept requires starting the of concrete . students 5 use manipulatives), moving to the semiconcrete level (the student watches the 5 the 5 +and5 finally + book), = 15 teacher demonstrate or uses pictures from progressing to the abstract numerals, signs, and 3 level (the student solves problems 3 × 5 using = 15 symbols).

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© BJU Press. Reproduction prohibited.

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Each chapter concludes with a chapter review that provides the opportunity for formative assessment prior to testing. Practice of previously taught skills is also incorporated into the lessons to keep those skills fresh in the students’ minds. Daily practice segments and cumulative reviews provide written practice to help with concept retention.

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Critical Thinking Because Computing Alone Just Isn’t Good Enough

The goal of the elementary math program is to help students become critical thinkers and lifelong problem solvers. Education is more than just getting good grades. It is learning to think for oneself and to find the correct answer as well as to explain and justify that answer. Students must not only comprehend facts and formulas but also know how to think mathematically in order to use the material they have learned. We teach students to dig deeper academically—to know multiplication and division, pre-algebra and geometry skills, and then to apply them to everyday situations.

Critical Thinking Through Problem Solving

BJU Press elementary math for K5–Grade 6 provides a framework for critical thinking through instruction in problem solving. Problem solving is the process of confronting a problem and then using one’s knowledge, reasoning abilities, and experiences to reach a solution. Math concepts are introduced through real-life problems that are encountered at home, at school, and in the community. Word problems pose application questions that students must work through—both in class and on their own. These activities model the skills necessary for becoming adept at problem solving. Furthermore, they enable students to see that math is more than just a subject in the classroom; it is found everywhere we go in life. Each teacher edition includes a “Teach for Understanding” section that guides the teacher in helping students work through particular problems, showing them how and why various procedures work. Students do not all learn at the same pace or grasp concepts in the same way. The teacher editions present concepts more than one time and in more than one way to ensure that all students are given the opportunity to learn and grow. Our goal is to help all students become more proficient problem solvers.

Problem-Solving Plan 1. What is the question? en? 2. What information is giv use? ×, ÷) and equation do you 3. What operation (+, −, Why? wer makes sense. 4. Explain how your ans wer the question. 5. Write a sentence to ans

2 Math 3 Teacher’s Visual

Packet © 2018 BJU Press.

Reproduction prohibited.

5

Analysis

In math, there is often more than one way to formulate a correct answer. Three students may use three different methods to arrive at the same answer, and all will be valid. That is why analysis plays an important part in problem solving. The student uses his critical-thinking skills to analyze the problem and formulate his solution.

Application

Students will be more excited about learning new skills when they are shown practical applications to their everyday lives. Therefore, concepts are reinforced in context with word problems. Students are shown how math skills are used in numerous careers, such as cooking, retail sales, carpentry, industry, finance, medicine, design, and many more.

CAREER

LINK

Astronomer

© BJU Press. Reproduction prohibited.

I am an astronomer specializing in studying stars. Have you ever thought about how far away from us the stars are? We would never be able to comprehend the huge figures we would have to use to measure their distance from the earth in miles. So scientists have come up with a unit of measurement called a light-year. A light-year is the distance that light travels in one year. Light travels at a speed of 186,000 miles per second. One light-year is equal to almost 6 trillion miles. Stars in our own Milky Way galaxy are tens of thousands of light-years away. I use math to measure distances and the brightness of stars. I measure starlight through an instrument called a photometer that I attach to my telescope. Each star is assigned a number based on how bright it is. That number is called its apparent magnitude. The brighter the star, the lower the number. Some stars are so bright that they have a negative number for their apparent magnitude. The closest star to us, the sun, has an apparent magnitude of ˉ27. A star that looks dim, even through a telescope, may in reality be thousands of times brighter than our sun. Some calculations are needed to assign the star another number—its absolute magnitude. The sun’s absolute magnitude is 5. Just thinking about degrees of brightness is pretty mind-boggling. My job never fails to leave me with a sense of awe at the vastness of our universe and the creative power of our God.

Real-life

Jerry Latham Astronomer

for hing c a ing Te and t s er und

learning

in our wo rld Math 5 Worktext, Chapter 1, Lesson 9

23

Math 3 Teacher’s Edition Math 5 Student Worktext

6

Computation Accuracy Really Counts

Although problem solving is the primary goal of math instruction, it is also essential to develop accurate computation. This, of course, requires practice of basic math facts and skills. Every lesson in the BJU Press math program has two worktext pages on which students practice the new concepts and skills from the lesson. These pages also include practice of the basic facts. There are ample practice opportunities available on TeacherToolsOnline.com. Teachers may copy these pages and use them as often as necessary. The goal is accurate and quick recall of facts so that students may focus their time and energy on the main task of using math to solve problems in real life. Balance is the key.

The Associative Property; 3 & 4 Addends

Name

Solve.

1.

Addition Strategies; The Identity Property

10 + 5 = 15

Name

Use the Identity Property to solve.

1.

0+4= 4

2.

1+0= 1

3.

5+0= 5

4.

9+0= 9

5.

0+6= 6

6.

0+8= 8

8.

5 + 5 10

9.

4 + 3 7

10.

8 + 8 16

11.

9 + 8 17

8 + 7 = 15

2.

7 + 6 13

3 + (1 + 9) = 13 (3 + 1) + 9 = 13

3.

3 + (7 + 2) = 12

4.

(3 + 7) + 2 = 12

3 + (6 + 6) = 15 (3 + 6) + 6 = 15

Solve by adding down. Check by adding up.

12.

5+1= 6

13.

1+6= 7

14.

7+2= 9

15.

2 + 8 = 10

16.

8+1= 9

17.

2+6= 8

© 2018 BJU Press. Reproduction prohibited.

Count on 1 or 2 to solve.

© 2018 BJU Press. Reproduction prohibited.

What do the parentheses tell you to do?

8 + (2 + 5) = ?

Add doubles or near doubles to solve.

7.

(8 + 2) + 5 = ?

Write an addition fact for the picture.

19.

18.

Check 5.

Check 6.

3 7 + 7

10

6 4 + 5 15

6 4 + 5

10

Circle the 2 numbers that make 10. Count on from 10 to solve.

7.

1 + 9 = 10

6 + 4 = 10

3 7 + 7 17

Draw more jumps to make 10. Write an addition fact for the picture.

5 5 3 + 4 17

8.

7 2 2 + 3 14

9.

6 7 4 + 2 19

10.

11.

1 8 2 + 0 11

Chapter 1 • Lesson 4

5

9 3 3 + 1 16

21.

20. 0

1

2

3

4

5

7 + 3 = 10

Math 3 Reviews

6

7

8

9

10

0

1

2

3

4

5

6

7

8

9

10

Math 3 Reviews

5 + 5 = 10

Chapter 1 • Lesson 2

1

Math 3 Review Pages

7

Biblical Worldview How Can We Use Math to Glorify God?

God not only created the world but also created order that math seeks to define. Though creation has been tarnished by the Fall of man into sin, God’s original design and consistency can be found in mathematical details, such as the symmetry of the peacock, the spirals of the nautilus shell, and the orbit of the planets around a stars. The orderliness of math points to the Creator of order. The BJU Press elementary math program integrates biblical content to cultivate a Christian worldview that will help each student take his place in God’s world. Each teacher edition guides the teacher in explaining math concepts through a biblical worldview, identifying Christian principles, highlighting Christian character Serving God with Math traits, and pointing out that math is an important tool 1 for making wise use of God’s Think about a time when you took cookies or cupcakes to share with some friends. How did you creation. know how many to take? You used math.

God’s world is a place that can be measured with numbers. And if we know how to use numbers, we can become very skilled at having the kind of dominion that helps others and glorifies God.

A Christian wants to please God with his life. Math is a tool to do that. Here are several ideas to think about as you study math this year.

© BJU Press. Reproduction prohibited.

1. God is the Creator. Studying math helps people see that the entire world was made by God. He made the world so that math works with everything! You can add cookies or cars. You can subtract balls or elephants. This shows that everything was made by a wise Creator.

2. God put people on the earth to work. Work is good. The Bible says in Genesis 1:28 that God created people to work. God gave Adam work to do in the Garden of Eden (Genesis 2:15). Almost every kind of work uses math. Learning math is important because it helps you do the work God gives you.

Math 2

Math 2 Student Worktext

8

Biblical u se of math

Chapter 1 • Lesson 1

3

Love for Learning How Can We Make Math Enjoyable?

BJU Press textbooks along with the teacher’s abilities can have a positive impact in the classroom to build a love for math. One of the goals of our elementary math program is to show students that math can be fun! BJU Press provides you with the tools you need to help your students succeed in learning and in life. The goal of successful learning has been reached when students understand the material and when they enjoy exploring and discovering the disciplines that help them serve their Creator better. Our math books are filled with colorful photographs and illustrations. Each grade level includes a unique theme to motivate students. Relevant, actionpacked stories introduce all chapters, making math enjoyable to even the most unenthusiastic math student. To engage the students in active learning, hands-on activities, such as using math manipulatives, group problemsolving, acting-out math problems, and making graphs help engage every student in the learning process.

A Fine Feathered Roof

Overview

Math 2 Teacher’s Edition

One afternoon, Matt decided that he just had to have Paddy’s help. Making sure that Ringama was safely out of sight, he let Paddy out of the cage and sent him in search of more twigs and leaves for the last thatched roof. “Stay away from that peacock,” he told the little beaver. Half an hour later, he looked up from his work to see Paddy charging toward him, carrying something in his mouth. Behind him raced Ringama, screeching loudly, stretching his neck forward as he ran. “Oh, no! Paddy, what have you done now?” Paddy stopped near Matt’s feet and dropped three long, brightly-colored peacock feathers on top of the pile of twigs and leaves. Ringama paused only long enough to squawk angrily at Paddy once more and then turned and half-ran, half-flew away. Matt groaned. “Paddy, no wonder that peacock was upset with you. I said leaves and twigs, not Ringama’s tail feathers!” Paddy ducked his head and looked rather pitiful. Matt laughed. “I must admit, though, that these feathers will make a pretty addition to Raman’s thatched roof!”

To the Parent Your child will learn the following concepts about subtracting two-digit numbers in Chapter 7.

Math in the Home

Estimating—Round to the nearest ten to estimate (47 – 32 = ___; think 50 – 30 = 20).

Provide your child with 9 dimes and 9 pennies. Write a twodigit subtraction problem such as 45¢ – 23¢. Tell him to use the pennies to subtract the ones and the dimes to subtract the tens. Then ask him to give the answer. Continue to practice with similar problems.

Renaming—Rename 1 ten as 10 ones (52 – 14 = ___ ; rename 1 ten as 10 ones and subtract the Ones place, 12 – 4 = 8; then subtract the Tens place, 4 – 1 = 3).

This list shows the fact families your child will be memorizing during this chapter. Provide opportunities for your child to practice these fact families by using related addition and subtraction flashcards, by calling out related facts orally, or by playing games.

Money—Subtract using money (55¢ – 21¢ = ___¢). Rename 1 dime as 10 pennies. Check subtraction—Use addition to check the answer to a subtraction problem.

Matt and Paddy Raman Li’s village in India needs Matt and Paddy to help them repair their mud huts after a flood. The men in the village help Matt fix the roofs and walls that were damaged. Paddy makes the Li family’s pet peacock mad when he plucks out three of the peacock’s tail feathers as he gathers leaves and twigs for the new roofs.

108

one hundred eight

6 – 6 – 12

5 – 7 – 12

4 – 8 – 12

3 – 9 – 12

5 – 6 – 11

4 – 7 – 11

3 – 8 – 11

2 – 9 – 11

1 – 9 – 10

2 – 8 – 10

3 – 7 – 10

4 – 6 – 10

© 2007 BJU Press. Reproduction prohibited.

As Matt stepped off the train in India, he heard a deep voice at his side. “My friend says you do a great job building houseboats! With all this rain, I just might need a houseboat too!” Matt pushed back the hood of his raincoat to see who spoke so cheerily on such a drab day. “Good morning,” he said. “I’m Matt O’Malley. Are you Sanya Li’s friend?” “Yes.” A huge smile broke out on the man’s face. “I’m Raman Gandhi. Sanya told me you would be on this train. If you are ready to go, I have my bullock cart waiting,” said Raman. “May I help you carry your things?” “I think I can manage,” said Matt. He bent down to pick up his suitcase and Paddy’s cage. “How long has it been raining here?” “Well, it’s the rainy season,” said Raman. He and Matt got into the cart, and the bullocks sloshed off down the muddy road. “So, of course, it’s been raining several months already. But last week’s storm was the worst one I’ve ever seen. It washed out many of the huts in my village.” “What are these huts made out of?” asked Matt. “Mud,” Raman answered, “with thatched roofs.” Matt glanced down at the road. “Mud—well, at least that’s one thing we’ll have plenty of. I think with a few pointers from you and your people on how to build mud huts, I can help you rebuild your village.” Matt noticed that most of the huts had huge holes in their thatched roofs. He glanced at the sky. It wouldn’t be long before the hard rains came again. This village had to be repaired, and fast! Matt met Raman’s wife, Maya, his daughter, Leah, and their pet peacock Ringama. “You’d better lock Paddy in his cage,” Leah said. “Ringama hates other animals. He’ll bite your beaver.” Paddy sat up, eyeing Ringama. Ringama fluffed up his tail feathers and walked away proudly. Raman and the other men of the village met with Matt and planned the repairs needed on each hut. Out of 50 huts, 22 had damaged walls, and the rest needed new roofs. Matt got out his notepad and figured quickly. That left 28 huts that needed new thatched roofs. He organized the men into groups: one group to repair walls and one to make new roofs. Matt found that he missed Paddy’s help as he rebuilt the huts. But he kept Paddy locked in his cage as Leah had warned him. Often Ringama the peacock would come where the men were working, watch for a moment, and then turn and strut away with his tail fanned out. In a week’s time, all but the last few huts had thatched roofs, new mud on their walls, and even sturdy new shelters for the animals.

ories Exciting st introduce ter. each chap 121

9

Sample Lesson Involve the students in interactive learning through discussion that encourages them to construct reasonable proof for their solutions.

Objectives point out the skills to teach in the lesson.

Lesson

The Materials section lists items to collect or prepare ahead of time.

125

Worktext pages 281–82 Reviews pages 249–50

Objectives • Follow the Problem Solving Plan to solve an addition word problem with 3-digit numbers • Add 3-digit numbers without renaming Teacher Materials and Manipulatives • Charts 1, 22: Hundred Chart (extended), Problem Solving Plan • Place Value Kit: 3 hundreds, 9 tens, 6 ones • Hundreds/Tens/Ones Frame (Teacher’s Toolkit CD) Student Materials and Manipulatives • Place Value Kit: 3 hundreds, 9 tens, 6 ones • Hundreds/Tens/Ones Frame

Practice and Review

Practice addition facts

▶ Review all previously introduced addition facts. See the Chapter Overview for a variety of practice ideas.

Count on by 10s from a 2-digit number

Practice and Review provides activities for practicing previously taught skills, such as counting objects and number recognition. Review of concepts can occur any time during the day.

Teach for Understanding and Check for Understanding provide effective procedures for explaining math concepts, using manipulatives, and promoting problem solving using criticalthinking skills.

▶ Point to the number 10 on the extended Hundred Chart. Lead the students in counting from 10 to 150 by 10s, pointing to each number as it is counted.

Teach for Understanding Lesson Focus

In this lesson you will add 3-digit numbers by adding ones to ones, tens to tens, and hundreds to hundreds.

Follow the Problem Solving Plan to solve an addition word problem with 3-digit numbers

▶ Display the Problem Solving Plan chart and remind the students that solving story problems is made easier by following a plan. ▶ Distribute a Hundreds/Tens/Ones Frame, 3 hundreds, 9 tens, and 6 ones to each student. Display the Hundreds/Tens/Ones Frame page and model the steps with your manipulatives. ▶ Guide the students in solving the following story problem using the Problem Solving Plan: read the story once to allow them to determine what the question is asking and then read it again, pausing after each sentence to discuss the information. Sam and his brother deliver newspapers each day. On Sunday they deliver 153 newspapers. On Monday they deliver 142 newspapers. How many newspapers do the boys deliver in 2 days? What is the question? How many newspapers do the boys deliver in 2 days? What information is given? On Sunday they deliver 153 papers, and on Monday they deliver 142 papers. ▶ Direct the students to picture the number of papers delivered on Sunday at the top of the frame. Display 1 hundred, 5 tens, and 3 ones on your frame. ▶ Direct the students to picture the number of papers delivered on Monday at the bottom of the frame. Display 1 hundred, 4 tens, and 2 ones on your frame.

282

Chapter 16 | Place Value: 3-Digit Numbers

The Lesson Focus prepares the students for what they will learn in the lesson.

10

Do you add or subtract to find the answer? add How do you know? I need to join sets to find the total number of papers delivered in 2 days. What addition problem could you set up to help you solve the problem? 153 + 142 = ▶ Draw a Hundreds/Tens/Ones Frame for display and write “153 + 142 = ” in vertical form inside the frame. How can these numbers be added? add (join) the ones, tens, and hundreds ▶ Explain that the students can apply what they know about adding 2-digit numbers to adding 3-digit numbers. Remind them they learned to join ones to ones and tens to tens. Since these numbers also have hundreds, they will join hundreds to hundreds as well. ▶ Direct each student to move all the ones on his frame together as you demonstrate. How many ones are there in all? 5 ones ▶ Direct each student to move all the tens together as you demonstrate. How many tens are there in all? 9 tens ▶ Direct each student to move all the hundreds together as you demonstrate. How many hundreds are there in all? 2 hundreds What number is represented when the 2 sets are joined? 295 Does the answer make sense? yes Why? 295 is larger than either addend. There is 1 hundred in each addend, so I know the answer is 200 and some more. ▶ Guide the students in adding ones to ones, tens to tens, and hundreds to hundreds to solve the vertical addition problem. How many newspapers do the boys deliver in 2 days? The boys deliver 295 newspapers in 2 days. If Sam and his brother were given 300 newspapers, would they have fewer papers than they needed, more papers than they needed, or just the right number of papers? 300 is more than 295, so they would have more papers than they needed. Do you think it would be a good idea to have some extra papers to carry with them? Accept any answer and allow students to explain their reasoning. ▶ Use a similar procedure for the following story problem. Emphasize adding ones to ones, tens to tens, and hundreds to hundreds. Digit collected data from the people in Madison. He asked them whether they read the news online or in a newspaper. 261 people said they read the news online. 115 people said they read a newspaper. How many people did Digit survey? 261 + 115 = 376; Digit surveyed 376 people. ▶ Invite a student to explain why the answer makes sense using number reasoning. 376 is larger than either addend. I know the answer will be 300 and some more because one addend has 2 hundreds and the other addend has 1 hundred. Newspapers are made from trees that have been cut down and made into paper. There are 500,000 trees cut each week to make the Sunday newspapers. That is a lot more than 900. In fact, you would have to count to 900 more than 500 times to get to 500,000!

Reduced worktext pages provide solutions. Use these pages to evaluate student progress and to determine where more guidance is needed.

============

3-Digit Addition Complete the addition problem.

1.

H

T

O

H

T

3.

O

200 + 300 500

H

T

1.

How many ones would it take to picture each number?

214 + 132 346 2.

Use the clues to picture and write the numbers.

4.

O

325 + 100 425

H

+

T

128 O

110 20 130

1 More

10 More

100 More

129

138

228

Circle the number that matches the clue.

Mark the value of the underlined digit.

2. 7 in the Ones place

701 407

5.

628

3. 5 in the Tens place

635 351

6.

193

4. 3 in the Hundreds place

347 803

7.

456

800

80

8

900

90

9

400

40

4

Use the clues to picture and write the numbers.

100 Less Than 300

6.

200

100 More Than 300

400 Count by 10s. Write the missing numbers. Draw tens and ones to picture each missing number.

Write an addition problem for the story. Complete the sentence.

7. Juan gave out 212 fliers for the Easter service. Maria gave out 124 fliers. How many fliers did they give out in all? They gave out

336 fliers.

H

T

5 281

What do people do with the newspaper when they are finished reading it? possible answers: throw it away, recycle it, use it to line the litter box, use it to cover a surface when doing a messy job, use it to pack breakable items Numbers are a part of just about everything we do every day. Understanding numbers helps us to make better choices and become better stewards of God’s creation. Knowing the number of trees it takes to make the Sunday newspaper can help us be more responsible with the paper when we are done reading it. Recycling it or finding other uses for it, rather than simply throwing it away, makes us better stewards of the world God created. Reading online is also a good option if that is available.

Add 3-digit numbers without renaming

Time to Review exercises provide systematic review of skills and concepts.

8.

O

2 1 2 +1 2 4 3 3 6

Math 1 • Chapter 16, Lesson 125

15

25

35 45 55 65 75

282

Math 1 • Chapter 16, Lesson 125

▶ Invite a volunteer to demonstrate solving each written problem. Encourage the students to check that their answers make sense.

Worktext pages 281–82

▶ Remind the students that adding 3-digit numbers uses the same principles as adding 2-digit numbers. When adding 3-digit numbers, ones are added to ones, tens are added to tens, and hundreds are added to hundreds. ▶ Read and guide completion of page 281. Direct attention to the discussion question and encourage the students to tell how many ones would be displayed for each problem. ▶ Read and explain the directions for page 282. Assist the students as they complete the page independently.

▶ Draw a Hundreds/Tens/Ones Frame for display and write “125 + 234 = ” in vertical form inside the frame. How do you think you could solve this 3-digit addition problem? add ones to ones, tens to tens, and hundreds to hundreds ▶ Lead the students in adding the ones first, the tens next, and the hundreds last and write the sum (359) for display. ▶ Write the following problems in drawn Hundreds/Tens/ Ones Frames for display. 224 726 512 + 102 + 153 + 473 326 879 985 Lesson 125

© BJU Press. Reproduction prohibited.

© BJU Press. Reproduction prohibited.

5.

Encourage a Christian worldview by discussing real-life situations to show the students that math is a powerful tool for exercising dominion over the earth as commanded in Genesis 1:28.

Group work promotes collaborative learning. Students learn by working together as a whole class and sometimes by working in smaller groups.

283

11

The Materials Below are the standard elementary math materials provided for each elementary grade. For a comprehensive list of all grades, contact your Precept sales representative at 800.511.2771 or visit bjupress.com today.

D

E

B

A

12

C

A. Student Worktext

Using age-appropriate content and colorful illustrations, each student worktext provides two pages of explanation and practice problems per lesson, daily review sections, and a chapter review. Some worktexts also include a “Career Link” or an “Exploring Ideas” page.

B. Teacher Edition

The teacher edition for each grade contains full-color, reduced-size student pages with overprint answers. Each lesson is preceded by a chapter overview that includes a chart listing the objectives for each lesson, the materials needed for each chapter, and a section entitled “A Little Extra Help” to provide ideas for helping the student who experiences difficulty with the concepts taught in the chapter. Each teacher edition also includes a math background section that provides the teacher with a thorough explanation of the math concepts taught at the elementary level.

C. Reviews

Reviews provide opportunities for extra practice that teachers may use for homework, assessment, or cumulative review. As students complete practice activities on the current lesson and spiral reviews of previous concepts, they take a crucial step toward gaining automaticity with the material. Review books are available for Grades 1 through 4, with additional reviews available on the Grade 5 Teacher Toolkit CD.

D. Manipulatives Packets

To build and reinforce understanding, new concepts are introduced in each grade with the use of manipulatives. Both the teacher manipulatives packet and the student manipulatives packet include items such as pocket charts, number lines, paper coins and bills, rulers, workmats, counters, and geometric shapes, giving the students hands-on practice of the concept. Items may be prepared at the beginning of the school year or as needed for each chapter.

E. Assessments

Each assessments packet includes a test for each chapter. The assessments answer key is also available for each grade.

13

Technology Solutions TeacherToolsOnline.com Teacher Tools Online is the premier resource for teachers using BJU Press materials. It encourages teachers in their efforts to expand their lessons and enhances their teaching strategies for greater depth. Teacher Tools Online provides teacher resources at the touch of a button, freeing up valuable time for teachers. Teachers will find educational articles, editable lesson plan overviews, PowerPoint presentations, and much more in the Teacher Tools Online database!

Teacher Resources Teacher Tools Online has been rebooted to make it easier, faster, and more efficient. The user-oriented design features include • Free and paid resources in one place • User-friendly design and search to make it easy to find what you need • Favorites lists to help you organize • Access to all subjects—each paid teacher subscription includes access to all free and paid resources Teacher Tools Online is your one-stop shop for your favorite teacher resources.

Teacher Tools Online Resources

Schools pay a one-time subscription fee for each teacher. Each paid teacher subscription includes access to content for every subject.

PowerPoint Presentations

Video Clips

A database containing over 8,000 editable PowerPoint presentations that correlate with BJU Press textbooks

Over 4,000 video clips including video field trips, animations, and many other videos designed to engage students

Artwork

eTextbooks

Teachers can create a captivating learning environment by using any of the 28,000 pieces of original art, charts, graphs, maps, and more.

Teacher Tools Online includes ten-year access to the same VitalSource eTextbooks used by students. Teachers will be able to digitally collaborate with students through built-in sharing features. Teacher editions are also available in PDF format.

eTextbooks for Students

(available only for Grade 6) Stay on the leading edge of technology with BJU Press eTextbooks! Using eTextbooks means lighter loads for students and improved accessibility for students who use laptops or tablets. BJU Press eTextbooks are offered through the VitalSource® Bookshelf®, the preferred and most used eTextbook platform in higher education today. •• Simple process •• Anywhere, anytime access •• Study features •• Note sharing

(available only for Grades 3 and 6)

ExamView Assessment Suite, a premier assessment tool, offers material from over 11,000 textbooks from more than 65 top educational publishers. It serves as the foundation for creating, administering, and managing assessments.

•• Page fidelity

TeacherToolsOnline.com 15

To order an exam kit, call your Precept sales representative at 800.511.2771. To learn more about BJU Press math, visit bjupress.com/scope/math.

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