# Grade 5 COMMON CORE STANDARDS

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1 Grade COMMON CORE STANDARDS E L P M A S TEACHER EDITION Published by AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads Toll Free: Local: Fax: Kirkham Way, Poway, CA

2 Thanks for requesting a sample of our new Common Core Teacher Editions. We welcome the opportunity to partner with you in building successful math students. This booklet is a sample Common Core Standards Teacher Edition for Grade (Table of Contents and first 10 lessons). As other grade level samples become available, you will be able to download them from our website: Here are some highlights of our new Common Core Teacher Editions: 1. The Table of Contents will indicate Lessons that go further than Common Core (CCS) concepts. There is a star next to lessons that are an advanced Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. With this information, teachers can choose to teach the concept or skip it.. For each Lesson Plan (each day) we are changing the Objective to Common Core Objective (see Lesson # 1). On days where lessons are not directly related to CCS, we will offer instruction for the teacher to alter what they do for the Lesson of the Day so they can still teach a Common Core concept. The Objective on those days will look like this (from Lesson #1): Objective Students will learn the equivalent of one year in days and in weeks. Common Core Alternative Activity #4 Representing Data on Line Plots (on page A10 in the back of this Teacher Edition) may be used instead of the lesson part of the Student Sheet. Have students complete the Basic Fact Practice, Guided Practice and Homework. --. Within Guided Practice when a non CCS concept is one of the practice problems we will indicate it with the star again. 4. On Test Days (as on Test #) we indicate with a star any non CCS concepts being assessed. We are now creating these new CCS Teacher Editions. When each one is released, we will have an announcement on our website. Our goal is to have as many grades ready this year as possible (focusing on grades 1- first, and then grades K and ). We have made minimal changes to the student sheets, and they are now ready to ship. They will be the same for our Standard Traditional Excel Math as well as for CCS. 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): Please give us a call at (between 8:0-4:00 Monday through Friday West Coast time) if you have questions about these new Excel Math Common Core Editions. Cordially, The Excel Math Team

3 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Pg # Lesson Concept 1 Numbers less than a million given in words or place value; recognizing addition and subtraction fact families; subtracting three-digit numbers with regrouping; adding 4 four-digit numbers with regrouping 4 Multiplication facts with products up through 0 and products with (up to 4), 10 (up to 90), 11 (to 99) or 1 (to 48) as a factor; multiplying a two- or three-digit number by a one- digit multiplier; solving multistep word problems using addition and subtraction Subtracting four-digit numbers with regrouping; recognizing money number words; recognizing the dollar symbol and decimal point; regrouping with money amounts when adding, subtracting or multiplying money amounts 4 8 Learning change equivalents up to \$1.00; recognizing coins; solving word problems involving money; calculating change using the least number of coins 10 Interpreting circle graphs, picture graphs, bar graphs and line graphs 1 Assessment Test I 14 Recognizing the symbols < less than, > greater than; arranging 4 four-digit numbers in order from least to greatest and from greatest to least; filling in numbers in sequences counting by 1,,, 4,,,, 8, 9 or 10 1 Computing the date; learning days = 1 week; the abbreviations for days and months; the number of days in each Month; learning 1 year = 1 months 8 18 Telling time to the minute; recognizing a quarter past or before the hour or half past the hour; calculating minutes before the hour; learning 0 minutes = 1 hour; calculating elapsed time 9 0 Computing one half of a group; recognizing odd and even numbers less than Solving word problems using deductive reasoning; determining if there is sufficient information to answer a question; determining what information is needed to answer the question in a word problem; solving word problems using reasoning 4 Test 4 Create a Problem : The Walk 11 Learning division facts with dividends up through 0 and dividends that are multiples of (to 4), 10 (to 90), 11 (to 99) or 1 (to 48); recognizing multiplication and division fact families; learning the terminology for multiplication and division 1 8 Estimating standard measurements; reading measuring devices 1 0 Completing patterns in a chart; recognizing ordinal number words up to Determining whether statements are true; filling in a missing number in an equation; determining the value of a letter that has been substituted for a number; solving algebraic equations; selecting the correct operation 1 4 Defining numerator and denominator; determining the fractional part of a group of items when modeled or given in words, including extraneous information or the word not ; learning that the whole is the sum of its parts; adding and subtracting fractions Assessment Test 1 8 Solving word problems involving multiplication and division; learning multiplication facts with products up to Measuring line segments to the nearest half inch, quarter inch and half centimeter; learning the equivalents for feet, inches and yards 18 4 Filling in missing numbers in equations with parentheses; learning the order of operations when solving an equation; replacing letters with numbers in an equation Changing a number sentence from to =; finding the value of an unknown by performing the same operation on both sides of an equation 0 4 Recognizing three-dimensional figures - sphere, cube, cone, cylinder; rectangular, square and triangular pyramid; rectangular and triangular prism; learning the terminology of flat and curved faces, vertices and edges 48 Test 4 48 Create a Problem 4: Horses I i AnsMar Publishers, Inc.

4 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Pg # Lesson Concept 1 0 Dividing a 1-digit divisor into a -digit dividend with a -digit quotient, no regrouping or remainders Multiplying two-digit numbers, no regrouping 4 Adding and subtracting fractions and mixed numbers with like denominators 4 Multiplying two-digit numbers, regrouping only with the ones or the tens place; learning multiplication facts with products to 81 8 Rounding to the nearest ten, hundred or thousand; estimating the answers for addition, subtraction and multiplication word problems using rounding; estimating range for an answer; rounding numbers so there is only one non-zero digit 0 Test 0 Create a Problem : Horses II Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient, no regrouping or remainders 4 Continued Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient, no regrouping or remainders 8 Learning division facts with dividends up through 0; learning multiplication facts with products less than 100 with 1 as a factor; recognizing multiples 9 8 Learning division facts with remainders with dividends up to 0 and dividends with as a factor; solving word problems involving division with remainders 0 0 Measuring angles; learning the sum of the angles for triangles and rectangles; recognizing right, obtuse and acute angles; recognizing equilateral, isosceles and scalene triangles Test Create a Problem : Horses III 1 4 Determining equivalent fractions using models or money Selecting the correct equation; learning about the Commutative Property of Addition and Commutative Property of Multiplication 8 Dividing a one-digit divisor into a three-digit dividend resulting in a two-digit or three-digit quotient, with regrouping and remainders 4 80 Dividing a one-digit divisor into a three-digit dividend resulting in a two-digit or three-digit quotient, with regrouping and remainders 8 Learning the terminology of parallel, intersecting and perpendicular, plane figure, polygon, quadrilateral, parallelogram, and diagonal 84 First Quarter Test 8 Multiplying two-digit numbers, regrouping twice 88 Recognizing true and not true number sentences; selecting the correct symbol for a number sentence; using trial and error to replace unknowns in an equation 8 90 Determining the lowest common multiple; learning multiplication facts with products with 11 (up to 11) and 1 (up to 144) as a factor; learning division facts with remainders with dividends up to Calculating equivalent fractions using multiplication Comparing two or more sets of data using bar or line graphs; interpreting information given in a histogram 9 Test 9 Create a Problem : Cell Phone I Rounding to the nearest dollar; dividing money amounts by a one-digit divisor Recognizing patterns; learning the terminology of pentagon, hexagon, and octagon; determining figures that do or do not belong in a set 4 10 Comparing fractions; putting simple fractions in order from least to greatest and greatest to least Computing 1/ to 1/9 of a group of items 4 10 Recognizing when figures are similar or congruent; recognizing flips, slides and turns; recognizing lines of symmetry; recognizing bilateral and rotational symmetry; recognizing the symbol for a triangle 108 Test Create a Problem 8: Cell Phone II i AnsMar Publishers, Inc.

5 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Pg # Lesson Concept Dividing a 1-digit divisor into a 4-digit dividend with a -digit quotient and a zero in the tens place 4 11 Dividing a one-digit divisor into a four-digit dividend with a three-digit quotient and a zero in the tens place Learning measurement equivalents for centimeters, meters, kilometers, kilograms, liters, milliliters, millimeters, gallons, pounds, tons, dozens; converting measurements using multiplication; determining the measurement that is longer or shorter or heavier or lighter Dividing with a two-digit divisor and a dividend less than 100 with remainders; learning division facts with dividends up to 81 and less than 100 with 1 as a factor Adding and subtracting fractions with unlike denominators 10 Test 9 10 Create a Problem 9: Cell Phone III 1 1 Learning the equivalent for one year in days and in weeks; learning about leap year; calculating elapsed time crossing months 14 Determining coordinate points 1 Using Venn Diagrams to understand the union and intersection of sets 4 18 Calculating perimeters; learning length abbreviations 10 Recognizing multiplication without the x symbol; calculating the answer to a word problem using to 1 and to 1 ratios 1 Test 10 1 Create a Problem 10: Forklift I 14 Calculating the area of a rectangle 1 Calculating elapsed time (hours) involving AM and PM 8 18 Solving word problems by listing the possibilities; converting measurements using division Calculating equivalent fractions using division 0 14 Determining the probability of an event 144 Test Create a Problem 11: Forklift II 1 14 Determining factors 148 Determining composite numbers, prime numbers and prime factors 10 Solving word problems involving area and perimeter 4 1 Measuring vertical and horizontal lines by subtracting X- and Y-coordinates 14 Recognizing tenths and hundredths places; recognizing decimal number words; writing decimal numbers as mixed numbers; writing mixed numbers as decimals 1 Test 1 1 Create a Problem 1: Forklift III 18 Adding and subtracting decimal numbers 10 Comparing U.S. customary and metric units 8 1 Changing an improper fraction to a mixed or whole number 9 14 Adding and subtracting fractions in word problems 0 1 Determining the question when given the information and the answer; estimating which answer is most reasonable 18 Second Quarter Test 1 10 Learning the terminology of rhombus and trapezoid; division facts with remainders with dividends to 81 1 Calculating the volume of a rectangular prism with one or more layers of cubes 14 Calculating elapsed time in minutes across the 1 on the clock; learning division facts with dividends up to 11 with 11 as a factor and up to 144 with 1 as a factor 4 1 Calculating distance, time and speed in word problems 18 Recognizing parts of a circle; calculating the diameter given the radius; associating the 0 degrees in a circle with one-quarter, one-half, three-quarter and full turns 180 Test Create a Problem 1: Hot Air I i AnsMar Publishers, Inc.

6 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Pg # Lesson Concept 18 Simplifying fractions 184 Converting improper fractions as part of mixed numbers; recognizing division without the symbol 8 18 Determining the improper fraction with the greatest or least value in a set of fractions; putting fractions in order from least to greatest and greatest to least Dividing dollars by dollars Recognizing numbers up through trillions; recognizing numbers given in expanded notation 19 Test Create a Problem 14: Hot Air II Multiplying a decimal number by a whole number 8 19 Estimating answers to problems involving numbers with up to nine digits; solving equations involving decimals Converting fractions and decimals to percents by setting up equivalent fractions Calculating the volume of a rectangular prism using the formula L x W x H 8 0 Comparing decimal numbers in true and not true statements; comparing decimal numbers in less than and greater than problems 04 Test 1 04 Create a Problem 1: Hot Air III 8 0 Recognizing the pattern in a sequence of figures or pattern of shading 8 08 Recognizing three-digit odd and even numbers; filling in missing numbers in sequences counting by 11 or Determining the greatest common factor 89 1 Comparing positive and negative numbers Determining if coordinate points are on a given line 1 Test 1 1 Create a Problem 1: Women in the Office I Determining numbers that are multiples of one number and factors of another 9 0 Estimating to the nearest dollar or whole number 9 Determining if a number is a prime number 94 4 Dividing a decimal number by a whole number 9 Calculating area and perimeter given coordinates on a coordinate grid; calculating the perimeter of an irregular figure 8 Test 1 8 Create a Problem 1: Women in the Office II 9 0 Learning the Distributive Property of Multiplication and the Associative Property of Multiplication and Addition; learning the Property of One and Zero Property 9 Calculating cost per unit 98 4 Putting decimal numbers in order from least to greatest and greatest to least 99 Simplifying improper fractions as part of mixed number answers Calculating a decimal answer in division problems when zeroes need to be added to the right of the dividend; solving word problems involving decimals 40 Test Create a Problem 18: Women in the Office III Dividing using short division Calculating averages 10 4 Continuing to calculate averages; learning the abbreviations for quarts, gallons, kilograms, grams, pounds, ounces, liters, milliliters and millimeters Filling in missing numbers in sequences counting by varying amounts 10 0 Comparing fractions in less than and greater than problems and in true and not true equations by setting up equivalent fractions; comparing fractions in word problems Third Quarter Test i AnsMar Publishers, Inc.

7 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Pg # Lesson Concept 10 4 Selecting the fraction that best represents a shaded region 10 Multiplying a three-digit whole or decimal number or money amount by a two-digit number Recognizing Roman Numerals: I, V, X, L, C, D and M Determining percent in word problems 110 Multiplying fractions and whole numbers by fractions 4 Test 19 4 Create a Problem 19: Moving I 111 Filling in missing numbers in a sequence of decimal numbers 11 8 Converting percents to decimals; computing the percent of a whole number 11 0 Converting mixed numbers to decimal numbers by setting up equivalent fractions 114 Reading maps drawn to scale 11 4 Calculating the mean, median and mode; stem and leaf plots Test 0 Create a Problem 0: Moving II 11 8 Solving problems using data displayed as percent pie graphs Writing probabilities as lowest-terms fractions Determining the reciprocal of a whole number or fraction Dividing a three-digit divisor into a three- or four-digit dividend with a one-digit quotient 10 8 Determining where to place the decimal when multiplying and dividing decimal numbers by powers of ten 88 Test 1 88 Create a Problem 1: Moving III Recognizing the thousandths place; rounding decimal numbers to the nearest tenth or hundredth 1 9 Subtracting fractions with regrouping 1 94 Determining negative numbers using coordinate points 14 9 Determining the equation that represents a problem and the equation that solves it 1 98 Selecting the decimal or percent that best represents a shaded region 00 Test 00 Create a Problem : New Pool I 1 0 Using multiplication and division to cross simplify fraction problems 1 04 Converting mixed numbers to improper fractions 18 0 Dividing a two-digit divisor into a three-digit dividend with a two-digit quotient Dividing fractions Solving word problems involving percent 1 Test 1 Create a Problem : New Pool II Computing products involving two decimal numbers 1 1 Continued Computing products involving two decimal numbers 1 18 Solving word problems involving the multiplication of fractions 14 0 Calculating the area of a parallelogram 1 Calculating averages involving decimals or fractions 4 Test 4 4 Create a Problem 4: New Pool III 1 Converting fractions to decimals using division 1 8 Calculating the surface area of a rectangular prism 18 0 Calculating using exponents 19 Multiplying a three-digit number by a three-digit number Identifying the equation that represents a line on a coordinate graph Fourth Quarter Test i AnsMar Publishers, Inc.

8 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Pg # Lesson Concept Dividing a two-digit divisor into a three-digit dividend with a one-digit quotient Computing expected numbers based on probabilities 14 4 Determining the rule that creates a pattern Calculating the area of a triangle 14 4 Calculating the circumference and area of a circle; recognizing π (pi) and squared 48 Year-End Test Simplifying division problems using powers of ten 14 Dividing a decimal number by a decimal number Arranging fractions, decimals and mixed numbers on a number line 149 Computing sales tax 10 8 Adding positive and negative integers 0 Year-End Test 11 Continued Adding positive and negative integers 1 4 Calculating the area of an irregular figure 1 Multiplying and dividing mixed numbers 14 8 Subtracting positive and negative integers 1 0 Continued Subtracting positive and negative integers i AnsMar Publishers, Inc.

9 Lesson 1 Common Core Objective Students will recognize numbers less than a million given in words or place value. Students will recognize addition and subtraction fact families. Students will subtract three-digit numbers with regrouping. Students will add 4 four-digit numbers with regrouping. Preparation For each student: Hundreds Exchange Board and Ones, Tens and Hundreds Pieces (masters on pages M11 M1 and M14). Lesson Plan Write the number,84 on the board. Point out that the value of the thousands place is times one thousand ( x 1,000). The words ten and hundred are repeated in the two places to the left of the thousands place. This pattern will repeat itself in larger numbers. Do #1 and # with the students. In each problem, point out the importance of the zero as a place holder. Hand out the Student Lesson Sheets. Read through the definition of a fact family with the class. By recognizing the relationships in addition and subtraction fact families, a student will know four different basic facts by memorizing just one. For example, if students know + 1 =, they will also know 1 + =, = 1 and 1 =. Do # #4 together. Students can use their exchange boards for # #. Give them both the minuend and the number they subtract from it. They should regroup the pieces on their board, starting with the ones place, and subtract. Have them check their answers by adding the subtrahend back to their answer. i # - # do not appear on the students Lesson Sheets. Please read them aloud to help them practice lining up the problems correctly. In #8 - #1, show addition with regrouping with sums in excess of 0. If the students have trouble, suggest using partial totals. Explain the CheckAnswer process. Stretch Most lessons have 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. Stretch 1 A a represents 1 buttons, represents buttons, and a represents 10 buttons. How many buttons are in each group? Answer: 11, 1,

10 Lesson 1 Name Date Recognizing numbers less than a million given in words or place value; recognizing addition and subtraction fact families; subtracting three-digit numbers with regrouping; adding 4 four-digit numbers with regrouping 8 4, hundred thousands 9 + = = = = Compute the answers and draw a line around the one that does not belong. 4 + = = = = = ten thousands + = 1 thousands This number is read: two hundred fifty-three thousand, eight hundred seventy-four It can be represented as: hundred thousands, ten thousands, thousands, 8 hundreds, tens and 4 ones Write each number. 1 hundred thousands, tens, 8 ones, 9 thousands and hundreds 09,8 tens, 8 hundreds, 1 thousand, hundred thousands and ten thousands 1,80 A fact family is made up of three numbers that are related using addition and subtraction or using multiplication and division. In the four problems shown below, 9, and 1 make up an addition and subtraction fact family. hundreds 1-8 = 9 tens ones 1-9 = 8 When regrouping with subtraction, be sure to show your work. A subtraction problem can be checked by adding your answer (the difference) to the number that was subtracted (the subtrahend). If your subtraction answer is correct, the result will equal the number you started with (the minuend). Check your answers to each of these problems , , , , ,1 18 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 CheckAnswer CheckAnswer A B Copyright AnsMar Publishers, Inc. Guided Practice 1 Name = = = A 1, , B 1, , C 1, ,088 D 1,4 E,4 Which fact does not belong in each set? 1,1 1, ,8 1, ,4 9 1, ,948,8,9,948,8 +,9 1,4, 8 4 1, , 4 9, = = = =. 1-4 = 8. - = = = 1, ,4 1 hundred thousand, 4 tens, ones, thousands and hundreds 10,4 F 1,19,089 two hundred seventeen thousand, eight 1,008 G,1 ten thousands, tens, 1 thousand, hundred thousands, 9 ones and 4 hundreds 1,49 10,4 1, ,91 1,19,089 one hundred thousand, fifty-nine 100,09 1, , ,10,1 4 hundred thousands, 1 ten, thousands, ones and 9 hundreds 40,91 three hundred eight thousand, one hundred six 08, Copyright AnsMar Publishers, Inc.

11 Lesson Common Core Objective Students will learn multiplication facts with products up through 0 and products with (up to 4), 10 (up to 90), 11 (up to 99) or 1 (up to 48) as factors. Students will multiply a three-digit number by a one-digit multiplier. Students will solve multi-step word problems using addition and subtraction. Preparation For each student: Hundreds Exchange Board, Ones and Tens Pieces, Hundreds Pieces (masters on pages M11 M1 and M14) Lesson Plan Have the students place three groups of 14 on their regrouping boards. Ask them if they can use a process other than addition to solve the following problem: (Multiplication) Write the problem as a multiplication problem. 14 x Emphasize that the students should always start with the place to the far right (in whole numbers, the ones place) because when regrouping, working with smaller values first is easier. the students what problem they encounter. (After the ones are multiplied the one ten has to be added to the 9 tens.) For this reason, the ones are multiplied before the tens, as in addition. When regrouping, any tens resulting from multiplying the ones place should be added to the value in the tens place after multiplying the tens place. Try it both ways, and ask them to explain why they do not get the correct answer if they add the regrouping to the value before they multiply. Do #1 # together. Read through the word problems in # #8. Students should write down the equation they use to find the answer. Answers should be labeled. The letter on the right side of the lesson should be signed by each student s parent or guardian. Stretch Use the digits 1 8 only once each, and create 4 addition problems that all have equal sums (the same answer). Answer: = 9, + = 9, + = 9, 4 + = 9 Write the same problem on the board. This time, multiply the tens before the ones. Ask 4

12 1 4 Multiplication is a faster way of adding can be written 4 0 Write the addition problem for each multiplication problem. 1 4 Lesson Name Date Homework Learning the multiplication facts with products up through 0 and products with (up to 4), 10 (up to 90), 11 (up to 99) or 1 (up to 48) as factors; multiplying a one-digit number by a three-digit number; solving multi-step word problems using addition and subtraction 1 4 x 4 1, , , x 1,4 8 Jim threw sticks to his dog on Monday and 1 on Tuesday. Twelve of the sticks got lost in the bushes so the dog couldn't bring them back. How many sticks did his dog bring back? 1 4 x x + 94 x Write the multiplication problem for each addition problem x + x 4 1,81 1, Marcia did pull-ups on Friday, 8 on Saturday and on Sunday. Vicky did fewer pull-ups than Marcia. How many pull-ups did Vicky do? = 11 sticks pull-ups Dear Parents, You can help your child by getting involved with homework. You may not always have time to help, but just showing an interest may really motivate 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 more problems then comparing the result to the CheckAnswer that we provide above and to the right of the problem. A 9 Sometimes we find children will add the answers incorrectly rather than ask for help. If parents and teachers work together, we can help the child learn the value of asking for help now, rather than being satisfied with a wrong answer. Homework is available four nights a week. It will be located on the lesson sheet where this letter appears starting with Lesson. 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 00 Copyright AnsMar Publishers, Inc. Guided Practice Name A 4, B 8 - = 44 C 1, , + 1,4 8 4,8 8 x x 4 4, , = , = 0 D,90 E 84,00 twenty-seven hundred twenty-six thousand, fifty,00,00,00,00 +,00, x x x ,90 84,00 fifty-two hundred,00 tens, 9 hundreds, 1 thousand, 8 hundred thousands and 4 ten thousands 841,90 Julio cut one dozen roses from his garden. He gave five to his mother and two to his sister. He then cut nine more roses and gave four of them to his grandmother. How many cut roses did he have left? + = 9-4 = 1 - = 10 roses + = x = 0 Which fact does not belong? = 4. + = = = F Gil did sit-ups. Jessie did 1 sit-ups. How many sit-ups did they do in all? sit-ups Rachel caught fish on Friday, on Saturday and on Sunday. Emily caught 8 fewer fish than Rachel. How many fish did Emily catch? = fish G Copyright AnsMar Publishers, Inc.

13 Lesson Common Core Objective Students will subtract four-digit numbers with regrouping. Students will recognize money number words. Students will recognize the dollar symbol and decimal point. Students will regroup with money amounts when adding, subtracting or multiplying money amounts. Preparation For each student: Hundreds Exchange Board, Ones and Tens Pieces, Hundreds Pieces (masters on pages M11 M1 and M14) Lesson Plan From now on the students will encounter four-digit subtraction problems. Have the students continue to show their regrouping steps if they are having trouble. Do #1 # together. i # # do not appear on the students Lesson Sheets. Please read them aloud. Read some money amounts aloud and have volunteers show the numerical representations on the board. Explain that when a money amount is less than one dollar, it is often written with the cent ( ) symbol. Amounts over 99 are written with a decimal point and a dollar symbol (\$). Write 10 and \$.10 on the board. Both representations are equal to one dime. Point out that the cent symbol is not used with the dollar symbol. You can write \$.10 or 10 but not \$.10. Since the decimal separates whole dollars from parts of dollars, it is important to line up the decimal points when dollar amounts are added or subtracted. In # #8, demonstrate lining up the decimal. Do # #1 together. i #10 #1 do not appear on the students Lesson Sheets. Please read them aloud. Guided Practice Use the Guided Practice portion of your math lesson to ask students to explain their thinking. Common Core State Standards (CCSS) stress the importance of students making sense of mathematics by describing their thinking. 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 The consecutive numbers 1, and add up to (1 + + = ). What three consecutive numbers add up to 141? Answer: 4, 4 and 48 ( = 141)

14 Lesson Name Date Homework Subtracting four-digit numbers with regrouping; recognizing money number words; recognizing the dollar symbol and decimal point; regrouping with money amounts when adding, subtracting or multiplying money amounts Check each subtraction problem with addition ,0 0-1,, 9 1, +, 9 4,0 0, ,,004,94-1, +,4 -, ,4, ,004 4,000 1,49 4,00 1,4, ,49 + 1,08-1,4 +,80-9 +,90 1,08,000,80 4,00,90,001 When writing money amounts, the decimal separates the whole dollar from parts of a dollar. \$.4 is more than three dollars but less than four dollars. The word "and" shows where the decimal should be. If the amount does not include cents, the word "and" is not needed. three dollars and six cents \$.0 four dollars \$4.00 The cent symbol ( ) is used for amounts under a dollar. We never use the cents symbol with the dollar symbol ( \$ ) and the decimal (. ) You can write 9 or \$.9 but not \$ x x , tens, ten thousands, 4 hundreds and ones 14 tens, ones and 18 thousands nineteen thousand, eighty-seven, 1, ,40 Which fact does not belong? = = = = 19 0,49 18,14 19,08 A, ,40,89 C B 1, , ,49, 0,49 18, ,08, When adding or subtracting money amounts, always line up the decimals. Also be sure to show the dollar symbol and the decimal in your answer. When writing a problem, notice that the dollar symbol is only written with the top number and with the answer \$ \$4. 0 \$. \$.4 \$. \$ x x \$4. \$4.0 \$1 0.9 \$1. \$4.98 \$.4 Javier had a garage sale. He sold 8 kitchen appliances, 1 pieces of furniture and different car parts. How many items did he sell? items Kevin has 8 apples, pears, books and 4 bananas. How many pieces of fruit 8 does he have? pieces of fruit D Copyright AnsMar Publishers, Inc. Guided Practice Name A 98 B 11-8 = 0 C 1,98 48 x x x x 8 x = , = 98 ten thousands, ones, thousands and 4 hundreds one hundred eleven thousand, ninety sixty-one hundred,40 111,090,100 D 18,9,40 111,090 +,100 18, , , 1 8,89, 1 8 -, 0, ,4 8,1,14 E 9,9,89,1 +,14 9,9 John read 1 pages of his book on Monday and 1 pages on Tuesday. How many pages did he read on Tuesday? 1 pages Andre has dogs, cats, 1 rabbits and cars. He put the cats, rabbits and cars in the barn. How many of his animals are in the barn? 1 animals F Brian picked 1 apples Monday and 1 on Tuesday. Twelve of the apples were bad so he threw them away. How many apples does he have now? apples 1 x 1 = 1 Which fact does not belong? = = = = G Copyright AnsMar Publishers, Inc.

15 Lesson 4 Common Core Objective Students will learn change equivalents up to \$1.00. Students will recognize coins and will relate them to fractions of the whole. Students will solve word problems involving money. Students will calculate change using the least number of coins. Preparation For each student: Coins page (master on page M), scissors Stretch 4 Write on the board: KA + B = KC and C - A = B. Tell the students that these number statements have been written in code. Each letter represents a single digit, 0 9. What are the two number statements in numerical form? Is there more than one answer? Answer: 1 + = 1 and - = Lesson Plan In #1 #4, have the students count by fives or tens to find how many nickels or dimes are in each amount. For # and #, relate the quarters and half dollars to parts of a whole (1/4, 1/). Next, do # #9 together. For problems #10 #1, the students should combine coins that add up to the given amount using the fewest number of coins. They should start with the largest possible coin. If adding another of one coin takes them over the given amount, they should drop down to the next smaller value coin. As they add coins, they should write an addition problem to verify their choices. Do #10 #1 together. Encourage the students to show their work 8

16 Lesson 4 Name Date Homework Learning change equivalents up to \$1.00; recognizing coins; solving word problems involving money; calculating change using the least number of coins 1 40 = 4 dimes = 1 nickels \$1.00 = 0 nickels 4 0 = dimes \$1.00 = 4 quarters 8 9 A picture frame costs 1. Amber gave the clerk a dollar. How much was her change? \$ \$.49 \$ Carlos bought a cookie that cost. He gave the clerk a quarter. How much was his change? - \$1.00 = half-dollars Eddie has 8 nickels, dimes and quarters. How much money does he have? \$ \$1. \$1. Change can be given in several different combinations of coins. For example, 1 can be nickels or 1 dime and 1 nickel. If you want to use the fewest coins, your choice would be 1 dime and 1 nickel. To calculate the fewest coins, start with the largest coin and work down to pennies, adding until your sum equals the given amount. Fill in the blank with the number of coins requested. Do not include half dollar coins in your calculations Using the fewest coins, Using the fewest coins, Using the fewest coins, how many dimes are how many nickels are how many quarters are there in? there in 4? there in 8? x 4 = ,9 + 1, 9 4,84 one hundred fourteen thousand, eighty-three tens, 1 hundred thousand, thousands and 4 ones 4 tens, hundreds, thousands and 1 hundred thousand Rueben rode his bike miles and then walked 10 miles. How far did he travel in all? miles x x,0 1, ,08 10,04 10,40, 8-1, 4 11,4 Timothy colored 1 pictures. Hans colored 10 pictures. How many pictures did they color in all? pictures C A,04 48,0 + 1,90,04 B 8,980, ,4 8,980,8 114,08 10, ,40,8 D Copyright AnsMar Publishers, Inc. Guided Practice 4 Name A \$4.8 B,94 C,1 \$ \$4.9 \$.40 x \$.00 \$ \$4.8 4 x 9 x 4 4,44 -,19, 4 4 +,, x x 4,10,04 4,10, ,1 six dollars and eight cents \$.08 9 x = 18 D 9,1 E \$ , ,481 1,, 8-4,4 9 8,0 1, +,0 9,1 \$ \$ \$ \$.1 \$4. \$1.4 \$ \$ Antwan drove 14 miles. Vera drove 1,9 miles. How much farther did Vera drive than Antwan? 1,9-14 1,1 1,1 miles farther Steffie had 40 tickets for rides at the park. She went on two rides that each needed six tickets. How many tickets does she have left? + = 1 8 tickets F 1,1 1, ,1 ten thousands, 8 ones, 1 ten, 4 hundreds and thousands two hundred thousand, nine hundred eighty-seven sixty-three hundred,418 00,98,00 G 4,0,418 00,98 +,00 4, Copyright AnsMar Publishers, Inc. 9

17 Lesson Common Core Objective Students will interpret picture graphs, bar graphs and line graphs. Preparation No special preparation is required. Lesson Plan Different types of graphs are used to display data being evaluated. There is usually a title for the graph. Do #1 # together as you discuss each type of graph. A circle, or pie graph (#1) visually shows how the number of each part relates to the other parts and to the whole. Picture graphs (#) are used to represent information with pictures representing a certain number of items. The number of items each picture represents is shown below each chart. These graphs are usually shown horizontally, but they can be shown vertically. Bar graphs (#) are used to represent information through comparing the length of bars. Along the left side and the bottom are labels identifying the represented information. Sometimes there is a legend. Ask the students what they think the horizontal dotted lines between each solid line represent. (, 1,, ) The method of not labelling all lines makes the numbers listed easier to read. Line graphs (#4) show data changes over time. For #, ask the students what different types of data they could collect and which of the four types of graphs they would use to display their data. For example, What kinds of pets do the students in the class have and how many students have that kind of pet? What are the favorite desserts of the students in the class and how many chose each kind? How tall is each student and how many students are that same height? How many students were absent from class each day last week? Stretch Draw the chart below across the top of the board. Jan. Feb. Mar. Apr. May Jun Jul. Aug. Sep. Oct. Nov. Dec Explain that the numbers under each month are the days in the months for that (non-leap) year. Bill s birthday is the 9th day of the year. What is the date of his birthday? Answer: 9-1(Jan) - 8(Feb) - 1(Mar) =, April 10

18 1 Carly Barry Lupe Ruthie Lesson Glen Hunter Gary Name Delia Isabel Martin Date Interpreting circle graphs, picture graphs, bar graphs and line graphs Minutes Circle or pie graphs are used primarily to organize data. Picture graphs use symbols and pictures to compare data. Bar graphs also compare data. Line graphs are used to show change. Balls in the Equipment Box basketballs soccer balls footballs Each Taking Photographs represents photos Jumping Rope baseballs If a student takes a ball from the equipment box at random, which ball has the lowest probability of being selected? soccer balls basketballs Who took fewer than four photographs? Ruthie and Glen How many more photos does Glen need to take to catch up with Barry? 8 - = For how many minutes did Gary and Delia jump rope? According to the chart, which two children jumped rope for the same number of minutes? 0 + footballs baseballs more photos minutes Hunter and Martin Notice that the numbers along the left side do not start at zero. Since the numbers from zero to 9 are not needed, starting with 0 avoids wasting space. What was the temperature change from the th day to the th day? How many days was the daily high temperature above? days, 1st and th Select the data to be collected, choose the type of graph and then draw the graph below. Temperature (F ) Daily High Temperature Copyright AnsMar Publishers, Inc. Guided Practice Name 81 x 4 1, x 4,0 A,94 1,14 4,0 + 0, = B ,89 -,94 4, 1,9 1, ,11 C 8,8 4, 4, ,8 dimes = 0 pennies x 4 = 0 9 x = x = 1 8 ten thousands, ones, hundreds, thousands and 4 tens two hundred nine thousand, six hundred forty fifty-nine hundred 8,4 09,40,900 D 0,08 8,4 09,40 +,900 0,08 Using the fewest coins, how many pennies are there in? Travis slept for 8 hours and read for hours. Lenard slept for hours. How many hours did they sleep in all? 8 + = hours Which fact does not belong? 1. - = =. 4 - = = E Cross off the coins that add to. x x x Quentin had \$1.0. He found a quarter. How much money does he have now? \$ \$1.4 \$1.4 \$.1 x 8 \$18.48 F \$0.00 \$ \$0.00 Eighteen birds were in a tree. Twelve of them flew away. How many birds flew away? 1 birds Pamela swims miles and runs miles a day. She drives 4 miles to work every day. How much farther does she run than swim after days? - = + = miles farther G Copyright AnsMar Publishers, Inc. 11

19 Test 1 - Assessment Test 1 This test is an assessment test covering the concepts on Lessons 1 1. If the class as a whole scores an average of 90% or better, feel free to jump ahead to Lesson 1. If they score below 90%, copy the Assessment Test Score Distribution and Error Analysis charts provided on pages i.0 - i. in the front of this book and on our website: Record each student s identification number on a line, indicating the number of problems missed. This distribution of test results will help you analyze their work and show parents how their child did in comparison to the rest of the class without revealing names of students who scored higher or lower than their child. Use tally marks on the right side of the chart to record how many students missed a particular question. There is no need to review the entire test, but you could go over problems missed by a number of students. The tables below indicate which questions evaluate which objectives and where that content is taught in this curriculum. Use this if you want to have the students do one or two specific lessons before going to the second assessment test. If the class is weak in several areas, we recommend you go on through Lessons 0. # Lesson Concept digit addition, regrouping 1 4-digit addition, regrouping 1 4-digit addition \$, regrouping 4 1 -digit subtraction 4-digit subtraction 4-digit subtraction \$ x 1 multiplication 8 x 1 multiplication 9 x 1 multiplication \$ Division facts less than Number words less than a million 1 1 Number words less than a million 1 Number words \$ 14 Greater than, less than symbols 1 8 Elapsed time word problems 1 Subtraction word problems 1 Missing numbers in sequences 18 4-digit numbers in order 19 Addition word problems 0 Multi-step word problems # Lesson Concept 1 Multiplication facts: 1 as factor 11 Division: dividends to 0 11 Division: multiples of to 4 4 Month/Year equivalents Days in each month 4 Change equivalents to \$ Numerators & denominators 8 14 Pre-algebra: solving for N 9 14 Pre-algebra: solving for N 0 1 Subtraction: fractions 1 9 Odd and even numbers 1 Metric & Standard measurements 1 Fractions: whole is sum of parts 4 4 Change with least # of coins 10 Deductive reasoning 1 Fractional part of a group 9 One half of a group 8 4 Word problems \$ 9 10 Deductive reasoning Required information for problem 1

20 Test 1 Assessment Name # Date ,199 1, ,9 \$ ,1,1 \$ ,1 8 -,4 9, \$ \$ x x x \$ \$ ten thousands, 4 ones, 1 ten and hundred thousands two hundred five thousand, nine six hundred forty-one dollars and fifty cents 0,014 0,009 \$ Insert the correct symbol.,88 < 8,8 Cheri needs to be at school at a quarter to 9. It takes her 0 minutes to get to school. By what time does she need to leave home? Rosa has cats. Anna has 9 cats. How many more cats does Anna have than Rosa? 8: 4 more cats 1 18 ( 18, 189, 19, 0, 10 ) Put each set of numbers in order from greatest to least. (,;,;,;,),,,,, Which number is third? 19 0 Lola ran 11 miles on Monday and 1 miles on Friday. How many miles did she run in all? Megan visited states over her summer vacation. Bobbie visited states and Beth visited 1 more than both Megan and Bobbie combined. How many states did Beth visit? miles states Copyright AnsMar Publishers, Inc. Test 1 Assessment 1 4 x 1 = 48 9 = = 4 years = 4 months Days in September? 4 quarters = 0 days 0 nickels N = 8 denominator = 9 N = 9 = Fill in the missing number. Circle the set with two odd numbers. In an hour a jogger might run. - = (9, ) (, 4) (, 80) (1, 8) kilometers liters 8 grams 9 kilograms 4 How many thirds are there in wholes? Using the fewest coins, how many quarters are there in? Ricky is older than Fran but younger than Abby. Who is the youngest? 18 Ricky Fran Abby 8 Five-eighths of Sherry's eight animals are dogs. How many of her animals are not dogs? Daisy mailed 18 letters. One-half of them were to her grandma. How many letters did she mail to her grandma? A jump rope cost \$1.0. Chester gave the clerk a five-dollar bill. How much was his change? are not dogs 9 letters \$ Alyssa has 1 books. That is fewer books than Hershel. Debra has more than Hershel. How many books does Debra have? Ron and Ali are the same age. Jack is two years older than Chang. Jack is five years younger than Pat. What information do you need so you will know Ali's age?. Jack's height. Ron's weight 0 books. Chang's age 8. None of the above information will help Copyright AnsMar Publishers, Inc. 1

21 Lesson Common Core Objective Students will recognize the symbols < less than and > greater than. Students will arrange 4 four-digit numbers in order from least to greatest and from greatest to least. Students will fill in missing numbers in sequences counting by 1,,, 4,,,, 8, 9 or 10. Preparation No special preparation is required. Lesson Plan Before distributing the Lesson Sheets, write the numbers,801 and,4 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. You will see a sideways V. The bottom point of the V points to the smaller (in value) of the numbers. The number sentence is,801 is greater than,4. Repeat the above process with or 8 pairs of numbers, using dots if necessary. Have a student tell you four-digit numbers that are less than 10,000. Write them on the board in random order. 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 compared, then the hundreds and so on, down to the ones place.) Have students put more numbers in order, this time from greatest to least. Read aloud the numbers in #8 and ask the class if they are decreasing or increasing in value. Write the sequence on the board and ask the class by what number they are counting and how they know. (9; The difference between each number in the sequence is 9.) For #8 and #9, have the students find the differences between the numbers in each sequence. Ask if the differences are the same in each sequence. If the students have calculators, have them enter, +, 9 and =. Have them continue to hit the = key. What are their results? Explain that when they hit the = key, their calculators repeatedly add the last number entered. Repeat this with problems #9 #11. For #10 and #11, they are to determine in what direction the sequence is counting (+ or ), by what number the sequence is counting and what the missing number in the sequence will be. Stretch Tim, Shari, Karen and Juan all got to school before 8:0 in the morning. Tim was not second or last. Shari arrived earlier than Juan. Karen was the first to get to school. In what order did they arrive at school? Answer: Karen, Shari, Tim, Juan 14

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