Summer Math Catalog 2023

7 www.movingwithmath.com Teacher Support in Every Lesson The Lesson Plan section of the Teacher Resource Manual contains everything the teacher needs to do and say. 1. Starting the Lesson Each lesson states the learning objectives, materials needed and the math vocabulary words. Select lessons may also include a children’s story. 2. This section presents the math concept at the concrete stage of learning. An active, hands-on approach with true manipulatives develops understanding of the concept. Lessons are lightly scripted in bold type to support the teacher. Key ideas for teachers to say. 3. This section supports teachers in transitioning students from the concrete manipulative activity to the pictoral repre- sentations found at the top of the Student Activity Book page and to abstract numbers and symbols. 4. Additional instructional support is provided in the form of games, journal writing and additional skill-building exercises. Lesson Plan Page 1 ©MathTeachersPress, Inc.,Reproduction by anymeans is strictly prohibited. We can show this number with base ten blocks. 4. What digit is in the hundreds place? __________ 5. What digit is in the tens place? __________ 514 275 Three-Digit Place Value 1. 7 hundreds 6 tens 2 ones = “seven hundred sixty-two” Write thenumber.Shade thebubblenext to the correctname. two hundred seventy-six two hundred seven six Hundreds Tens Ones Hundreds Tens Ones 2. 5 hundreds, 6 tens, 4 ones _____ _____ _____ H T O 3. 7 hundreds, 3 tens, 8 ones _____ _____ _____ H T O Write eachnumber. 6. What is the importantplace valuepatternused inournumber system? Give an example. BarryBonds hit 762 home runs in his career. 7 5 3 6 8 4 1 5 6 7 2 Tenofoneplace is equal to 1of thenexthighestplace Lesson 2, 4E Teacher Guide 1 Objective 1: To explore and name base ten blocks and match the blocks with their place value names. To discover the pattern of the base ten system. PD Materials: Base ten blocks, Place Value Mats (Masters 1 and 2 taped together), My Math Glossary (Master 30), Vocabulary Cards (Master 31), 6-sided dice Note: Before class, make copies of Master 31 (Vocabulary Cards) and Master 30 (My Math Glossary). Distribute Master 30 to each student. See p. x of the foreword. Vocabulary: place value names: ones, tens, hundreds Introducing Base Ten Blocks The main reason students make errors with whole number algorithms is that they do not understand multi-digit numeration. They do not know that 43 means 4 tens and 3 ones or 40 + 3. Base ten blocks are ideal for teaching numeration concepts because students can see the abstract concept of place value each time they pick up a block. For example, one tens block is always seen both as 1 ten and 10 ones. Each pair or small group should have 20 ones blocks, 10 tens blocks, 10 hundreds blocks, and a Place Value Mat. Explain the benefits and proper use of manipulatives. Set guidelines for distribution and collection. Explore–Discover–Communicate We are going to begin using base ten blocks. What can you can discover about your blocks? Allow exploratory time. We can find patterns if we ask how things are the same (or alike), and how they are different. Write 2 columns on the board: * most important similarity Ask students to find one way the blocks are the same and one way they are different, then ask them to share. Name each of the blocks. How many different sizes do you have? (3) Hold up 1 of the smallest blocks, the “ones” or “units” block. How many ones does it take to make the next larger block? (10) This block is named the “tens” or “long” block. How many tens does it take to make the next larger block? (10) The next largest block is named the “hundreds” or “flat” block. The words “ones,” “tens,” and “hundreds” are place value names. The important pattern in our number system is based on tens. It always takes 10 of 1 block to equal one of the next larger block. So, 10 ones equal 1 ten and 10 tens equal 1 hundred. made of wood natural color points & corners made of little cubes *10 of 1 block = 1 of the next larger block sizes shapes volumes weight tnereffiD emaS Use blocks and a Place Value Mat to work the example. Look at the example. What blocks are shown? (7 hundreds, 6 tens, 2 ones) Use blocks to match the picture. Write each digit in the correct place on the chart. (762) To say this number, touch the biggest blocks and say their value. (700) Now touch the next biggest blocks and say their value. (60) Then touch the smallest blocks and say their value. (2) Now say the number together as you touch the blocks. (seven hundred sixty-two) Work problems 1, 2, and 4 as a class. Students may complete problems 3 and 5 on their own. Sum It Ups provide opportunities for students to reflect, ask questions, and discuss in small groups. Ask students to share aloud and record on the page. Hammer to 100 Game Use base ten blocks in a pile: one 1 hundred flat, 20 tens, and 30 ones. Each player takes turns tossing a 6-sided die and removing the number tossed from the pile. Each time a player gets 10 or more ones, they exchange 10 ones for 1 ten. Whoever gets exactly 10 tens exchanges them for the 100 flat and is the winner. Skill Builders 1-2, 1-3 4.NBT.1, 4.NBT.2 PD Promotes Teaching Excellence C R A Gives Teachers the Ability to Email or Print • Assessments • Skill Builder’s Extra Practice Pages • Masters used for Instruction • Math Journals • Family Math Booklets e Guide Interactive Teacher eGuides Provides digital access to all components of the printed manual. CCSS objectives on lesson plans Professional Development icon alert indicates a video lesson available in the eGuide.