Daily Word Math The premise behind is simple and straightforward frequent, focused practice leads to mastery and retention of the skills practiced. What s in? The book is divided into 36 weekly sections. Each week s problems center on a theme. Monday through Thursday contain a one- or two-step word problem. Friday s format is more extensive and may require multiple steps. These problems may involve a graph or a chart. An answer key for each week is provided on pages 111, 112, and the inside back cover. A scope and sequence chart on page 2 details the specific skills practiced and shows when they are presented. Congratulations on your purchase of some of the finest teaching materials in the world. For information about other Evan-Moor products, call 1-800-777-4362 or FAX 1-800-777-4332. Visit our Web site http://www.evan-moor.com. Check the Product Updates link for supplements, additions, and corrections for this book. Entire contents 2001 by EVAN-MOOR CORP. Authors: Sharman Wurst 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Doug Wurst Permission is hereby granted to the individual purchaser Editor: Chyrl Light to reproduce student materials in this book for Copy Editor: Cathy Harber noncommercial individual or classroom use only. Illustrator: Don Robison Permission is not granted for schoolwide, or systemwide, Desktop: Kristen Calcatera reproduction of materials. Designer: Cheryl Puckett Printed in U.S.A. EMC 3004
A Variety of Presentations How to Use This Book 1. Make overhead transparencies of the lessons. Present each lesson as an oral activity with the entire class. Write answers and make corrections using an erasable marker. As the class becomes more familiar with, have students mark their answers first and then check them against correct responses marked on the transparency. 2. Reproduce the problems for individuals or partners to work on independently. Check answers as a group, using an overhead transparency to model the solutions strategies. (Use these pages as independent practice only after much group experience with the lessons.) 3. Occasionally you may want to reproduce problems as a test to see how individuals are progressing in their acquisition of skills. Important Considerations 1. Allow students to use whatever tools they need to solve problems. Some students will choose to use manipulatives, while others will want to make drawings. 2. It is important that students share their solutions. Modeling a variety of problem-solving techniques makes students aware that there are different paths to the correct answer. Don t scrimp on the amount of time allowed for discussing how solutions were reached. 3. Teach students to follow problem-solving strategies: Read the problem carefully more than one time. Think about it as you read. Mark the important information in the problem. What question does the problem ask? What words will help you know how to solve the problem (in all, left, how many more, etc.)? What facts will help you answer the question? (Cross out facts that are NOT needed.) Think about what you need to do to solve the problem (add, subtract, multiply, or divide). Solve the problem. Does your answer make sense? Check your answer. Matrix Logic Puzzles The Friday problems for weeks 18, 32, and 36 are matrix logic puzzles. Here are some guidelines for helping students solve this type of logic puzzle: Read all the clues. Find clues that give a definite Yes or No. (For example: John plays the clarinet. Sally does not play the flute.) Mark boxes with X (for no) or Yes. When you mark a box Yes, mark Xs in all the other boxes in that row and in the column above and below the X. Find clues that give information, but not enough to tell you how to mark the boxes. Make notes in the boxes for later use. Go over each clue again. Look for clues that fit together to give enough information to make a box Yes or No. 2001 by Evan-Moor Corp. 1 EMC 3004
Week Addition & Subtraction Facts Addition & Subtraction, with and without Regrouping Multiplication & Division Facts Multiplication, without Regrouping Multiplication, with Regrouping Division, w/o Remainder Division, with Remainder Computation with Fractions Computation with Decimals, Percent Estimation Money Linear Measurement Weight and Capacity Time Temperature Interpreting Graphs Interpreting Data Patterns Logic Scope and Sequence Grade 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 2001 by Evan-Moor Corp. 2 EMC 3004
Monday Week 1 Did you ever stop to think about how important math is when buying school supplies? Here is an example. Dan wants to have 2 pencils for every week of school. If there are 36 weeks of school, how many pencils will he need? pencils Tuesday Week 1 Dan uses 5 sheets of lined paper each day at school. He has 120 sheets of paper left over from last year. How many days will this paper last? days 2001 by Evan-Moor Corp. 3 EMC 3004
Wednesday Week 1 Dan bought 1 glue stick for 56 and 2 pencils for 12 each. How much change should he get back from 1 dollar? $ Thursday Week 1 Dan bought 10 computer disks. Each disk cost 98. How much did the computer disks cost in all? $ 2001 by Evan-Moor Corp. 4 EMC 3004
Friday Week 1 Dan saw this ad in the newspaper for school supplies. Backpack, $9.00 Markers, $2.25 Pencil bag, $1.75 Binder, $4.00 Colored pencils, $2.10 Pocket dictionary, $3.90 How much will it cost to buy all of these school supplies? 2001 by Evan-Moor Corp. 5 EMC 3004
Monday Week 2 Ms. Holloway s class wanted to find out how long it would take for a bean seed to begin to grow. First they placed seeds in jars that were lined with a moist paper towel. Draw a seed that is between 2½ and 3 centimeters above the bottom of the jar. 5 cm 4 cm 3 cm 2 cm 1 cm 0 cm Tuesday Week 2 To keep the seeds moist, the students added 2½ centiliters of water to the jars each school day. How many centiliters of water were added each week? centiliters 2001 by Evan-Moor Corp. 6 EMC 3004
Wednesday Week 2 The seeds were put into jars on September 3rd. The first seed started to grow on September 7th. The last seed started to grow on September 10th. How long did it take for the first seed and the last seed to start to grow? How much longer did it take for the last seed to start to grow than the first seed? days for the first seed days for the last seed days longer Thursday Week 2 Two weeks after all the seeds had started to grow, the class measured the length of the new growth. The length of the first plant s new growth was 106 millimeters. The length of the last plant s new growth was 57 millimeters. How much longer was the first plant s new growth? millimeters longer 2001 by Evan-Moor Corp. 7 EMC 3004
Friday Week 2 The class made this chart to show the number of days it took for each seed to start to grow. When the Started to Grow Seed A Seed B Seed C Seed D Seed E Seed F Number of Days 4 4 7 5 6 4 Use the chart to answer the following questions. Which seed or seeds took the most time to start growing? Which seed or seeds took the least time to start growing? Seed A started to grow on day 4 and then grew 20 centimeters a day. Seed C started to grow on day 7 and then grew 25 centimeters a day. Which plant was the first to reach 100 centimeters long? 2001 by Evan-Moor Corp. 8 EMC 3004