Grade 2, Module 2: Addition and Subtraction of Length Units Mission: Explore Length
|
|
|
- Andrea Pierce
- 5 years ago
- Views:
Transcription
1 Grade 2, Module 2: Addition and Subtraction of Length Units Mission: Explore Length Homework Table of Contents HOMEWORK Topic A: Understand Concepts About the Ruler... 2 Topic B: Measure and Estimate Length Using Different Measurement Tools... 9 Topic C: Measue and Compare Lengths Using Different Length Units Topic D: Relate Addition and Subtraction to Length Zearn Portions of this work, "Zearn Math," are derivative of "Engage NY" by Common Core, Inc. and licensed under Creative Commons Attribution- NonCommercial- ShareAlike Common Core, Inc. Some rights reserved. commoncore.org
2 Topic A: Understand Concepts About the Ruler Topic A begins with an exploration of concepts about the ruler. Students relate length to physical units deepen their understanding of distance on a ruler and the ruler as a number line. 2
3 G2M2 LESSON 1 HOMEWORK Name Date Class Count each centimeter cube to find the length of each object. 2. The pencil is centimeters long. 3. The clothespin is centimeters long. 4. The length of the marker is centimeters. 5. Richard has 43 centimeter cubes. Henry has 36 centimeter cubes. What is the length of their cubes altogether? 3
4 6. The length of Marisa s loaf of bread is 56 centimeters. She cut off of 32 centimeters of bread. What is the length of what she has left? 7. The length of Jimmy s math book is 17 centimeter cubes. His reading book is 12 centimeter cubes longer. What is the length of his reading book? 4
5 G2M2 LESSON 2 HOMEWORK Name Date Class Use the centimeter square at the bottom of the next page to measure the length of each object. Mark the endpoint of the square as you measure. 1. The picture of the glue is about centimeters long. 2. The picture of the lollipop is about centimeters long. 3. The picture of the scissors is about centimeters long. 5
6 4. Samantha used a centimeter cube and the mark and move forward strategy to measure these ribbons. Use her work to answer the following questions. Red Ribbon Blue Ribbon Yellow Ribbon a. How long is the red ribbon? centimeters long. b. How long is the blue ribbon? centimeters long. c. How long is the yellow ribbon? centimeters long. d. Which ribbon is the longest? Red Blue Yellow e. Which ribbon is the shortest? Red Blue Yellow f. The total length of all the ribbons is centimeters Cut out this centimeter square to measure the length of the glue bottle, lollipop, and scissor 6
7 G2M2 LESSON 3 HOMEWORK Name Date Class Measure the lengths of the objects with the centimeter ruler you made in class. 1. The picture of the fish is cm long. 2. The picture of the fish tank is cm long. 3. The picture of the fish tank is cm longer than the picture of the fish 7
8 4. Measure the lengths of Sides A, B, and C. Write their length on the line. a. Which side is the longest? Side A Side B Side C b. How much longer is Side B than Side A? cm longer c. How much shorter is Side A than Side C? cm shorter d. Sides B and D are the same length. What is the length of Sides B and D together? cm e. What is the total length of all four sides of this figure? cm 8
9 Topic B: Measure and Estimate Length Using Different Measurement Tools In Topic B, students begin to use centimeter rulers, meter sticks, and meter tapes to measure various objects. Students also organically develop estimation skills as well as skills for selecting an appropriate measuring tool. 9
10 G2M2 LESSON 4 HOMEWORK Name Date Class 1. Circle cm (centimeter) or m (meter) to show which measurement you would use to measure the length of each object. a. Length of a marker cm or m b. Length of a school bus cm or m c. Length of a laptop computer cm or m d. Length of a highlighter marker cm or m e. Length of a football field cm or m f. Length of a parking lot cm or m g. Length of a cell phone cm or m h. Length of a lamp cm or m i. Length of a supermarket cm or m j. Length of a playground cm or m 2. Fill in the blanks with cm or m. a. The length of a swimming pool is 25. b. The height of a house is 8. c. Karen is 6 shorter than her sister. d. Eric ran 65 down the street. e. The length of a pencil box is 3 longer than a pencil. 10
11 3. Use the centimeter ruler to find the length (from one mark to the next) of each object. a. What is the length of each shape? Triangle A is cm long. Semi- circle C is cm long. Rectangle E is cm long. Square B is cm long. Hexagon D is cm long. b. Explain how the strategy to find the length of each shape above is different from how you would find the length if you used a centimeter cube. 11
12 G2M2 LESSON 5 HOMEWORK Name Date Class 1. Name five things in your home that you would measure in meters. Estimate their length. *Remember, the length from a doorknob to the floor is about 1 meter. a. b. c. d. e. Item Estimated Length 2. Choose the best length estimate for each object. a. Whiteboard 3 m or 45 cm b. Banana 14 cm or 30 cm c. DVD 25 cm or 17 cm d. Pen 16 cm or 1 m e. Swimming pool 50m or 150 cm 3. The width of your pinky finger is about 1 cm. Measure the length of the lines using your pinky finger. Write your estimate. a. Line A Line A is about cm long. b. Line B Line B is about cm long. 12
13 c. Line C Line C is about cm long. d. Line D Line D is about cm long. e. Line E Line E is about cm long. 13
14 Topic C: Measure and Compare Lengths Using Different Length Units In Topic C, students use different length units to measure and compare lengths. Students discover that there is a relationship between unit size and measurement when they measure one object twice using different length units. 14
15 G2M2 LESSON 6 HOMEWORK Name Date Class Measure each set of lines in centimeters, and write the length on the line. Complete the comparison sentences. 1. Line A Line B a. Line A is about cm longer than line B. b. Line A and B are about cm combined. 2. Line X Line Y Line Z a. Line X measured about cm. b. Line Y measured about cm. c. Line Z measured about cm. d. Lines X, Y, and Z are about cm combined. e. Line Z is about cm shorter than Line X. f. Line X is about cm shorter than Line Y. g. Line Y is about cm longer than Line Z. h. Line X doubled is about cm longer than line Y. 3. Line J is 60 cm long. Line K is 85 cm long. Line L is 1 m long. a. Line J is cm shorter than line K. b. Line L is cm longer than line K. c. Line J doubled is cm more than line L. d. Lines J, K, and L combined are cm. 15
16 4. Katie measured the seat height of four different chairs in her house. Here are her results: Loveseat height: 51 cm Dining room chair height: 55 cm Highchair height: 97 cm Counter stool height: 65 cm a. How much shorter is the dining room chair than the counter stool? cm b. How much taller is the highchair than the loveseat? cm c. What is the difference between the height of tallest chair and the height of the shortest chair? cm d. How much taller is a meter stick than the counter stool? cm e. How much taller is a meter stick than the loveseat? cm 5. Max ran 15 meters this morning. This afternoon, he ran 48 meters. a. How many more meters did he run in the afternoon? b. How many meters did Max run in all? 6. The length of the tabletop is 2 meters long. If the tablecloth on the table is 256 centimeters, how much longer is the tablecloth than the tabletop? 16
17 G2M2 LESSON 7 HOMEWORK Name Date Class Use a centimeter ruler and paper clips to measure and compare lengths. 1. Line Z a. Line Z is about paper clips long. b. Line Z is about cm long. c. Line Z doubled would measure about paper clips or about cm long. 2. Line A Line B a. Line A is about paper clips long. b. Line A is about cm long. c. Line B is about paper clips long. d. Line B is about cm long. e. Line A is about paper clips longer than Line B. f. Line B doubled is about cm shorter than Line A. 3. Draw a line that is 9 cm long and another line below it that is 12cm long. Label the 9 cm line F and the 12 cm line G. a. Line F is about paper clips long. b. Line G is about paper clips long. c. Line G is about cm longer than Line F. d. Line F is about paper clips shorter than Line G. e. Lines F and G are about paper clips long. f. Lines F and G are about centimeters long 17
18 4. Line X is 1 meter. Line Y is 89 centimeters. a. Line X is centimeters. b. Which line is longer? Line X Line Y c. How much longer? cm 5. Line P is 2 meters. Line Q is 300 centimeters. a. Line P is centimeters. b. Line Q is meters. c. Which line is longer? Line P Line Q d. How much longer? 6. Jordan measured the length of a line with large paper clips. His friend measured the length of the same line with small paper clips. a. About how many paper clips did Jordan use? large paper clips b. About how many small paper clips did his friend use? small paper clips c. Why did Jordan s friend need more paper clips to measure the same line as Jordan? 18
19 Topic D: Relate Addition and Subtraction to Length In Topic D, students relate addition and subtraction to length. They apply their conceptual understanding to choose appropriate tools and strategies (e.g., the ruler as a number line, benchmarks for estimation, tape diagrams for comparison) to solve word problems. 19
20 G2M2 LESSON 8 HOMEWORK Name Date Class 1. a. Line C is cm. b. Line D is cm. c. Lines C and D are cm. d. Line C is cm (longer/shorter) than Line D. D d C c A cardinal flew 12 meters north and then turned around and flew 5 meters south. His starting point is marked on the ruler. Where is the cardinal now? Show your work on the broken ruler. South North Start 4. The length of a picture is 67 centimeters. The width of the picture is 48 centimeters. How many more centimeters is the length than the width? 20
21 G2M2 LESSON 9 HOMEWORK Name Date Class 1. Complete the chart by first estimating the measurement around three objects in your house, and then finding the actual measurement with your meter strip. Object Name Estimated Measurement in Centimeters Actual Measurement in Centimeters a. What is the difference between the longest and shortest measurements? cm b. Draw a tape diagram comparing the two of the estimated measurements. c. Draw a tape diagram to compare two of the actual measurements. 2. Measure the two paths below with your meter strip and string. Path A Path B a. Path A is cm long. 21
22 b. Path B is cm long. c. Together, Paths A and B measure cm. d. Path A is cm (shorter/longer) than Path B. 3. Kim is using a ribbon to decorate a table for a party. Measure the ribbon she is using to decorate. a. The ribbon is cm long. Kim needs 1 meter of ribbon. b. How much more ribbon does Kim need than what she has? cm 4. Shawn and Steven had a contest to see who could jump farther. Shawn jumped 75 centimeters. Steven jumped 23 more centimeters than Shawn. a. How far did Steven jump? centimeters b. Who won the jumping contest? c. Draw a tape diagram to compare the lengths that Shawn and Steven jumped 22
23 G2M2 LESSON 10 HOMEWORK Name Date Class Use the RDW process to solve. Draw a tape diagram for each step. Problem 1 has been started for you. 1. There is 29 cm of green ribbon. A blue ribbon is 9 cm shorter than the green ribbon. How long is the blue ribbon? Step 1: Find the length of blue ribbon. Step 2: Find the length of both the blue and green ribbons. 2. Joanna and Lisa drew lines. Joanna s line is 41 cm long. Lisa s line is 19 cm longer than Joanna s. How long are Joanna s and Lisa s lines? Step 1: Find the length of Lisa s line. Step 2: Find the total length of their lines 23
1. The crayon is centimeter cubes long. 3. The clothespin is centimeters long.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 2 2 Count each centimeter cube to find the length of each object. 1. The crayon is centimeter cubes long. 2. The pencil is centimeters long. 3.
Lesson 1 Problem Set 2 2
Lesson 1 Problem Set 2 2 Name Date Use centimeter cubes to find the length of each object. 1. The picture of the fork and spoon is about centimeter cubes long. 2. The picture of the hammer is about centimeters
Eureka Math. Grade 2, Module 2. Student File_A. Contains copy-ready classwork and homework as well as templates (including cut outs)
A Story of Units Eureka Math Grade 2, Module 2 Student File_A Contains copy-ready classwork and homework as well as templates (including cut outs) Published by the non-profit Great Minds. Copyright 2015
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Sprint 2 2
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Sprint 2 2 Date: 4/14/14 2.C.7 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Sprint 2 2 Date: 4/14/14 2.C.8 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson
Lesson 1 Sprint 2 2 A STORY OF UNITS. Connect measurement with physical units by using multiple copies of the same physical unit to measure.
Lesson 1 Sprint 2 2 Lesson 1: Connect measurement with physical units by using multiple copies of the same physical unit to measure. 1 Lesson 1 Sprint 2 2 Lesson 1: Connect measurement with physical units
Measure with a Centimeter Model
Lesson 9.1 Measure with a Centimeter Model 1 2 3 4 5 6 7 8 Place unit cubes on the squares. How many cubes long is the pencil? The pencil is 8 cubes long. Each unit cube is about 1 centimeter long. So,
Eureka Math. Grade 4, Module 6. Student File_B. Contains Sprint and Fluency, Exit Ticket, and Assessment Materials
A Story of Units Eureka Math Grade, Module 6 Student File_B Contains Sprint and Fluency, Exit Ticket, and Assessment Materials Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part
Measure with a Centimeter Model
Lesson 9.1 Reteach Measure with a Centimeter Model 1 2 3 4 5 6 7 8 Place unit cubes on the squares. How many cubes long is the pencil? The pencil is 8 cubes long. Each unit cube is about 1 centimeter long.
Released February 2018
Released February 2018 The sequence of small steps has been produced by White Rose Maths. White Rose Maths gives permission to schools and teachers to use the small steps in their own teaching in their
Measurement and Data Core Guide Grade 1
Measure lengths indirectly and by iterating length units (Standards 1 2). Standard 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Understand
3 + 1 = 4. First Grade. Addition: Combining two or more numbers to find a total.
First Grade 425 Addition: Combining two or more numbers to find a total. + = 3 + 1 = 4 Arithmetic: The basic math that we do in everyday life involving addition, subtraction, multiplication and/or division.
UNIT 8: LINEAR FUNCTIONS WEEK 31: Student Packet
Name Period Date UNIT 8: LINEAR FUNCTIONS WEEK 31: Student Packet 31.1 Introduction to Systems of Equations Use variables to write equations and systems of equations. Solve problems involving rate, distance,
1. Find the equivalent measures. a. 1 km = m. e. 1 m = cm. b. 4 km = m. f. 3 m = cm. c. 7 km = m. g. 80 m = cm. d. km = 18,000 m. h.
COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 4 Name 1. Find the equivalent measures. a. 1 km = m b. 4 km = m c. 7 km = m d. km = 18,000 m Date e. 1 m = cm f. 3 m = cm g. 80 m = cm h. m = 12,000
4 Mathematics Curriculum
New York State Common Core 4 Mathematics Curriculum GRADE GRADE 4 2 Table of Contents GRADE 4 Unit Conversions and Problem Solving with Metric Measurement... i Topic A: Metric Unit Conversions... 2.A.1
Lesson 5: Trees. Tell your child that today he is going to learn about trees. Ask him what he knows about trees and how people are dependent on trees.
Dirt and Plants -> 5: Trees Lesson 5: Trees Getting Started? Big Ideas P How are people dependent on plants? & Facts and Definitions P Evergreen trees do not change colors in the fall and winter. P Deciduous
Math 6, Unit 9 Notes: Measurement and Geometry
Math 6, Unit 9 Notes: Measurement and Geometry Customary and Metric Units of Measure Objective: (6.3)The student will estimate corresponding units of measure between customary and metric systems for temperature,
American Mathematics - 3rd Grade Homework Packet
American Mathematics - 3rd Grade Homework Packet : Class : Test on Tuesday 11/28 on Chapter 5 Measurements and Time i-ready The students have to complete 45 minutes from Monday morning to Sunday night.
Materials per class: lamp without a shade or other light source (model of the Sun)
Materials per class: lamp without a shade or other light source (model of the Sun) Materials per group: eight index cards numbered 1-8, ping pong ball stuck on one end of a pencil (model of the Moon),
MATHEMATICS COMMON CORE LEARNING TARGETS KINDERGARTEN
KINDERGARTEN Counting and Cardinality K n o w n u m b e r n a m e s a n d t h e c o u n t s e q u e n c e Count to 100 by ones. Count to 100 by tens. Count starting at a number other than 1. Write numbers
SUMMER MATH. for students completing. Grade 3. and entering. Grade 4. Rolling Terrace E.S. First name: Last name: Math Teacher:
SUMMER MATH for students completing Grade 3 and entering Grade 4 Rolling Terrace E.S. First name: Last name: Math Teacher: 1 2 STUDY Multiplication Time Table Chart STUDY 1 Times Table 2 Times Table 3
Math 10 3 Measurement Unit.notebook February 19, 2015
What kinds of things can we measure? What tools What units of of measuremenmeasureme t n do we use? t do we use? http://www.cbc.ca/archives/categories/science technology/measurement/forgood measure canada
Objective: Recognize halves within a circular clock face and tell time to the half hour. (60 minutes) (2 minutes) (5 minutes)
Lesson 11 1 Lesson 11 Objective: Recognize halves within a circular clock face and tell time to the half Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
3 Organizing Data. What is scientific notation? How are precision and accuracy different? How do scientists use graphs to show data?
CHAPTER 1 Introduction to Science 3 Organizing Data SECTION KEY IDEAS As you read this section, keep these questions in mind: What is scientific notation? How are precision and accuracy different? How
MATHEMATICS K 12 SUBJECT BOOKLET
MATHEMATICS 2018 19 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spells out the essential things students are
Name Period Date MATHLINKS: GRADE 7 STUDENT PACKET 5 RATIONAL NUMBERS: MULTIPLICATION AND DIVISION 1
Name Period Date 7-5 STUDENT PACKET MATHLINKS: GRADE 7 STUDENT PACKET 5 RATIONAL NUMBERS: MULTIPLICATION AND DIVISION 1 5.1 Multiplication: Models Explore the meaning of integer multiplication. Develop
Answer Key. Name: Seventh Grade Science Teacher: Page 1
Name: Seventh Grade Science Teacher: Page 1 Different tools in the SI system all measure to different precisions It doesn t matter what tool you are using as long as you remember to always measure to the
Answers. Chapter 10. Method 2 $9 $5.85 $14.85 $ $ Enrichment 3B $ Felipe. Carter $ Diana $16.40 $70 C 2S C 2S $30
Answers Chapter 10 1. Thinking skills: Comparing, Sequencing $1.25 $.50 $11.75 $15.50 $1.25 $1.75 $9.7 $9.0 $1.0 greatest $25.70 $19.0 $5.90 least $.25 $12.50 $1.75 $1.0 $5.90 $12.90 2. Thinking skills:
The complete lesson plan for this topic is included below.
Home Connection Parent Information: Magnets provide a simple way to explore force with children. The power of a magnet is somewhat like magic to them and requires exploration to understand. When forces
Math Final Exam PRACTICE BOOKLET
Math Final Exam PRACTICE BOOKLET KEEP CALM AND SHOW YOUR WORK! Name: Period: EXPONENT REVIEW: Multiple Choice: 1. What is the value of 12 0? A 0 B 12 C 1 D neither 5. Simplify: 18r5 t 6 30r 6 t 3 A 3t3
o Read o Draw o Write
4-1 Joy is holding 10 marbles in 1 hand and 10 marbles in the other hand. How many marbles does she have in all? 4-2 Ted has 4 boxes with 10 pencils in each box. How many pencils does he have altogether?
Jack-o -lantern. Integrated Module Grades 1-2. Della Bell MAP Senior Leader. Moberly School District. Central Regional MAP Center
Jack-o -lantern Integrated Module Grades 1-2 by Della Bell MAP Senior Leader Moberly School District Central Regional MAP Center Third Edition: Performance-Based Assessments for Classroom Use: Missouri
A Correlation of. Student Activity Book. to the Common Core State Standards for Mathematics. Grade 2
A Correlation of Student Activity Book to the Common Core State Standards for Mathematics Grade 2 Copyright 2016 Pearson Education, Inc. or its affiliate(s). All rights reserved Grade 2 Units Unit 1 -
. 7.9A STUDENT ACTIVITY #1
. 7.9A STUDENT ACTIVITY #1 Problem #1: Morgan is designing a circular spirit sign to put in the front yard of the middle school athletes. The sign will have a circumference of 94 inches. What is the minimum
Student Book SERIES. Measurement. Name
Student Book Name ontents Series Topic 1 Length (pp. 1 12) l language of length l measure with informal units l choose an appropriate unit to measure l compare and order lengths l centimetres l metres
Engage NY MODULE 3 LESSON 2: GENERATING EQUIVALENT EXPRESSIONS
Engage NY MODULE 3 LESSON 2: GENERATING EQUIVALENT EXPRESSIONS "Grade 7 Mathematics Module 3." Grade 7 Mathematics Module 3. 9 Sept. 2014. Web. 26 Jan. 2015. .
Essential Questions Warren County Public Schools First Grade Common Core Math Planning and Pacing Guide (1 st Quarter)
Essential Questions Warren County Public Schools First Grade Common Core Math Planning and Pacing Guide (1 st Quarter) Unit Time Frame Objective Number Common Core Standard Essential Questions Key Terms
Objective: Recognize halves within a circular clock face and tell time to the half hour.
Lesson 13 1 5 Lesson 13 Objective: Recognize halves within a circular clock face and tell time to the half Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
Brainstorm all the units you know for measuring length. Can you show how they are connected? m = 1 km
Units of length choose units of measurement Brainstorm all the units you know for measuring length. Can you show how they are connected? metre 000 m = km kilometre When measuring length, it is important
Gap Closing. Measurement Algebra. Intermediate / Senior Student Book
Gap Closing Number Sense Measurement Algebra Intermediate / Senior Student Book Gap Closing Fractions Intermediate / Senior Student Book Fractions Diagnostic...3 Comparing Fractions...6 Adding Fractions...13
Measuring Keepers S E S S I O N 1. 5 A
S E S S I O N 1. 5 A Measuring Keepers Math Focus Points Naming, notating, and telling time to the hour on a digital and an analog clock Understanding the meaning of at least in the context of linear measurement
CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: Cumberland Co. Elementary Subject: Math Grade: Kindergarten
CUMBERLAND COUNTY SCHOOL DISTRICT Benchmark Assessment 1 Instructional Timeline: Weeks 1-9 Topic(s): Unit 1: Numbers to 10 K.CC.3: Write numbers from 0-20. Represent a number of objects with a written
4 = 9 4 = = 2 = = 2 8 = = = 11 = = 4 2 = = = 17 = 9 15 = = = = 4 = 5 20 = = = 2 1
Name MENTAL MATHS Addition & Subtraction Multiplication 9 9 9 0 9 + = = = = = + = = = = = + = = 9 = 9 = = + 9 = = = 0 = = + = = 9 = = = Number & place value Write the answer. Then write the turnaround
This is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us.
UNIT WEEK This is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us. Email: helpdesk@starfall.com Phone: -888-857-8990
Engineering Notebook
Draft 12/2013 Engineering Notebook Here Comes the Sun: Engineering Insulated Homes Name: Prep Activity 1 Criteria and Constraints Woolly Mammoth Melt Your goal: to design an insulated transportation tank
Mathematics Book 1. Grade. Sample Test 2005
Mathematics Grade 3 Sample Test 2005 TIPS FOR TAKING THE SAMPLE TEST Here are some suggestions to help you do your best: Be sure to read carefully all the directions in the test book. You may use your
Diocese of Boise Math Curriculum 1 st grade
Diocese of Boise Math Curriculum 1 st grade ESSENTIAL What is counting and how can it be used? What are the different ways to solve word problems? Counting and Cardinality A1 Know and use number names
GRADE 4 MATHEMATICS. Form M0119, CORE 1 VIRGINIA STANDARDS OF LEARNING. Spring 2009 Released Test. Property of the Virginia Department of Education
VIRGINI STNDRDS OF LERNING Spring 009 Released Test GRDE 4 MTHEMTIS Form M09, ORE Property of the Virginia Department of Education 009 by the ommonwealth of Virginia, Department of Education, P.O. ox 0,
CREATIVE CONSTRUCTIONS: STUDENT-MADE CHALLENGE BOOKLETS FOR MATH IN THE PRIMARY GRADES FACT FAMILIES
UNIT THREE CREATIVE CONSTRUCTIONS: STUDENT-MADE CHALLENGE BOOKLETS FOR MATH IN THE PRIMARY GRADES FACT FAMILIES 5 + 2 = 7 2 + 5 = 7 7 5 = 2 7 2 = 5 47 CREATIVE CONSTRUCTIONS UNIT THREE: FACT FAMILIES TEACHER
First Practice Test 2 Levels 5-7 Calculator allowed
Mathematics First Practice Test 2 Levels 5-7 Calculator allowed First name Last name School Remember The test is 1 hour long. You may use a calculator for any question in this test. You will need: pen,
Objective: Construct a paper clock by partitioning a circle and tell time to the hour. (10 minutes)
Lesson 10 1 Lesson 10 Objective: Construct a paper clock by partitioning a circle and tell time to the Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
Archdiocese of Washington Catholic Schools Academic Standards Mathematics
6 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - Number Sense Students compare and order positive and negative integers*, decimals, fractions, and mixed numbers. They find multiples*
Name Period Date. GEO2.2: Area of Circles Derive the area formula for circles. Solve application problems that involve areas of circles.
Name Period Date GEOMETRY AND MEASUREMENT Student Pages for Packet 2: Circles GEO2.1 Circumference Use multiple representations to explore the relationship between the diameter and the circumference of
Two-Color Counters. KEY TERM additive inverses
Two-Color Counters Adding Integers, Part II 3 WARM UP Use a number line to determine each sum. Then write a sentence to describe the movement you used on the number line to compute the sum of the two integers.
Name: Section: 4A 4B 4C 4D 4E
Name: Section: 4A 4B 4C 4D 4E Homework Hello Scholars. We will continue reviewing 4 th grade math standards in preparation for the Math. Scholars will review 4 th grade math standards throughout the week
Grade 3. Everyday Math: Unit. Fractions. Study Guide. EDM Version 4
Grade Everyday Math: Unit Fractions Study Guide EDM Version Thank you! Catherine Wiist @ Abc2isme http://www.teacherspayteachers.com/store/abc2isme (All new products are discounted for the first 8 hours!
New York State Testing Program Grade 6 Common Core Mathematics Test Released Questions June 2017
New York State Testing Program Grade 6 Common Core Mathematics Test Released Questions June 2017 New York State administered the Mathematics Common Core Tests in May 2017 and is now making approximately
Name Period Date MATHLINKS GRADE 8 STUDENT PACKET 2 EXPRESSIONS AND EQUATIONS 1
Name Period Date 8-2 STUDENT PACKET MATHLINKS GRADE 8 STUDENT PACKET 2 EXPRESSIONS AND EQUATIONS 1 2.1 Exploring Expressions Apply conventions for order of operations to evaluate expressions. Write variable
Describing Mo tion. Position and Motion
Describing Mo tion Position and Motion What do you think? Read the two statements below and decide whether you agree or disagree with them. Place an A in the Before column if you agree with the statement
KINGDOM OF CAMBODIA NATION RELIGION KING MINISTRY OF EDUCATION, YOUTH AND SPORT BASIC EDUCATION CURRICULUM
KINGDOM OF CAMBODIA NATION RELIGION KING MINISTRY OF EDUCATION, YOUTH AND SPORT BASIC EDUCATION CURRICULUM MATHEMATICS GRADES 1 9 INTRODUCTION Mathematics is a crucial part of everyday life, at home, in
Literature Reading math stories reinforces ideas. Look for these books at the library.
Chapter 9 Dear Family, My class started Chapter 9 this week. In this chapter, I will learn how to measure using centimeters and meters. I will also solve problems about adding and subtracting lengths.
* * Cambridge International Examinations Cambridge Secondary 1 Checkpoint MATHEMATICS 1112/02. Paper 2 October 2015.
*0529120111* Cambridge International Examinations Cambridge Secondary 1 Checkpoint MATHEMATICS 1112/02 Paper 2 October 2015 Candidates answer on the Question Paper. Additional Materials: Calculator Geometrical
Science Notebook Motion, Force, and Models
5 th Science Notebook Motion, Force, and Models Investigation 1: Motion and Variables Name: Big Question: How does investigating a pendulum help you understand how scientists use math to do their work?
Parallelogram Area Word Problems
Parallelogram Area Word Free PDF ebook Download: Parallelogram Area Word Download or Read Online ebook parallelogram area word problems in PDF Format From The Best User Guide Database Basic Algebra: Solving
Chapter 1 Homework Problems
Chapter 1 Homework Problems Lesson 1.1.1 1-4. Angelica is working with function machines. She has the two machines shown at right. She wants to put them in order so that the output of the first machine
Park School Mathematics Curriculum Book 1, Lesson 1: Defining New Symbols
Park School Mathematics Curriculum Book 1, Lesson 1: Defining New Symbols We re providing this lesson as a sample of the curriculum we use at the Park School of Baltimore in grades 9-11. If you d like
Investigating Similar Triangles and Understanding Proportionality: Lesson Plan
Investigating Similar Triangles and Understanding Proportionality: Lesson Plan Purpose of the lesson: This lesson is designed to help students to discover the properties of similar triangles. They will
Unit 8 Practice Problems Lesson 1
Unit 8 Practice Problems Lesson 1 Problem 1 Find the area of each square. Each grid square represents 1 square unit. 17 square units. 0 square units 3. 13 square units 4. 37 square units Problem Find the
MATHEMATICS STANDARD THREE TERM II
MATHEMATICS STANDARD THREE TERM II 1 1 Multiplication 1. Identify the number of items in each group. A group of 2 hens A group of flowers A group of books These are the groups with different number of
Lesson 1 Problem Set 4 2
Lesson 1 Problem Set 4 2 Name Date 1. Convert the measurements. a. 1 km = m b. 4 km = m c. 7 km = m d. km = 18,000 m e. 1 m = cm f. 3 m = cm g. 80 m = cm h. m = 12,000 cm 2. Convert the measurements. a.
4th Grade Math Lesson Plan Unit 4.5A Lesson 1
th Grade Math Lesson Plan Unit.A Teacher: Dates: Texas Essential Knowledge and Skills:. Algebraic Reasoning The student applies mathematical process standards to develop concepts of expressions and equations.
What temperature is it outside?
Pre/Post Assessment Matter and Measurement Measurement Name: 1. Alexis wants to measure the length of a table at her house. Which measuring tool should she use to measure the length of the table? 2. William
Ask questions such as If you ate a total of 30 cookies, some in the morning and 12 in the afternoon, how many crackers did you eat in the morning?
Welcome to Summer Vacation! Your child has worked hard this school year to strengthen their ability as a young Mathematician. Remember that learning does not stop outside the classroom. Daily routines
Word Problem Worksheet & Solutions Difficulty: AAA P6 Mathematics SA2 2016
Word Problem Worksheet & Solutions Difficulty: AAA P6 Mathematics SA2 2016 Mock exam P6, P5 test papers are based on the latest PSLE question format. The test concepts are modelled after CA1, SA1, CA2,
5th Math Geometry (5thmath_geometry)
Name: Date: 1. Use the picture below to answer this question. How many squares can you find in this figure? A. 6 squares B. 7 squares C. 8 squares D. 9 squares 2. Use the figure below to answer this question.
RP7-31 Using Proportions to Solve Percentage Problems I
RP-1 Using Proportions to Solve Percentage Problems I These are equivalent statements: 6 of the circles are shaded. of the circles are shaded. 6 is of. 6 : : part whole 1. Write four equivalent statements
MCF3MI Unit 3: Solving Quadratic Equations
MCF3MI Unit 3: Solving Quadratic Equations MCF3MI Unit 3: Solving Quadratic Equations Lesson 1 Date: Quadratic Functions vs. Quadratic Equations A Quadratic Function of the form f() = a 2 + b + c, where
SAMPLE: DO NOT REPRODUCE IN2 STUDENT PACKET INTEGERS STUDENT PACKET 2: INTEGER CONCEPTS. Name Period Date
Name Period Date INTEGERS STUDENT PACKET 2: INTEGER CONCEPTS IN2.1 IN2.2 IN2.3 Temperature and Number Lines Represent integers on a number line. Explore integer addition on the number line. Use integers
Mathematics Standards: Kindergarten
Kindergarten Mathematics Kindergarten In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects;
Bay Area Scientists in Schools Presentation Plan
Bay Area Scientists in Schools Presentation Plan Lesson Name: We Love Gravity! Presenter(s) Virginia Lehr, Laura Hidrobo Grade Level 5 Standards Connection(s) Solar System and Gravity Teaser: Gravity is
UNIT 1: INTEGERS WEEK 4: Student Packet
Name Period Date UNIT 1: INTEGERS WEEK 4: Student Packet 4.1 Integers: Multiplication and Division 1 Explore integer multiplication using a marker model. Develop sign rules for integer multiplication and
Relationships Between Quantities
Relationships Between Quantities MODULE 1? ESSENTIAL QUESTION How do you calculate when the numbers are measurements? CORE STANDARDS LESSON 1.1 Precision and Significant Digits CORE N.Q.3 LESSON 1.2 Dimensional
Make direct comparisons of objects using reference objects
Students: *1. Students understand that there are properties such as length, weight, capacity, and time and that comparisons can be made by using these properties. 1. Compare the length, weight and capacity
Eureka Math. Grade, Module 4. Student File_B Contains Sprint and Fluency, Exit Ticket, and Assessment Materials
A Story of Eureka Math Grade, Module 4 Student File_B Contains Sprint and Fluency,, and Assessment Materials Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part of this work may
Lesson 8. Division Equations
Lesson 8 Division Equations Home Organization Alyssa is well organized. She wants all of her purses to be lined up on 3 shelves in her closet, with purses on each shelf. Alyssa must have exactly enough
Paper 2. Calculator allowed. Mathematics test. First name. Last name. School. Remember KEY STAGE 3 TIER 5 7
Ma KEY STAGE 3 Mathematics test TIER 5 7 Paper 2 Calculator allowed First name Last name School 2008 Remember The test is 1 hour long. You may use a calculator for any question in this test. You will need:
Southington High School 720 Pleasant Street Southington, CT 06489
BLUE KNIGHTS Dear Students Southington High School 0 Pleasant Street Southington CT 0 Phone: (0) - Fax: (0) - Home Page: www.southingtonschools.org Principal Brian R. Stranieri Assistant Principals Richard
KINDERGARTEN SUPPLEMENT
KINDERGARTEN SUPPLEMENT Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Includes February Calendar Pattern C6.1 Skills & Concepts H identify and name cubes, cones, cylinders, and spheres H describe
Mathematics Success Grade 8
Mathematics Success Grade 8 T821 [OJETIVE] The student will apply the Pythagorean Theorem to find the distance between two points in a coordinate system. [PREREQUISITE SKILLS] Pythagorean Theorem squares
Getting Ready for Grade 4 Test Lessons 1 11
Lessons 1 11 Use the space on the page to do your work. Then mark the answer you have chosen. If you change your answer, be sure to erase completely. 1 Annie s sister goes to a college that has 16,374
Measurement and Data. Name
Lesson 1 Measurement and Data Name Use a Write-On/Wipe-Off Clock to model the time on each clock. Use Fraction Circles to model the number of minutes shown by the minute hand. Write the time in standard
[5] SA1.2 The student demonstrates an understanding of the processes of science by using
![[5] SA1.2 The student demonstrates an understanding of the processes of science by using](/thumbs/85/92104322.jpg "[5] SA1.2 The student demonstrates an understanding of the processes of science by using")
Overview: Students learn the composition and layers of the atmosphere through discussion, creation of a scale model, and a written exercise. (NOTE: This lesson may require more than one class period. Students
CCSSO Teacher of the Year Workshops at the Smithsonian Learning Plan Template
CCSSO Teacher of the Year Workshops at the Smithsonian Learning Plan Template Educator Name Jackie Cooke Title of Learning Plan The Hubble Test Telescope Grade Levels K-5 Subject Areas Mathematics Museum
MBF 3C Unit 1 Mathematics Review Unit Outline
MBF 3C Unit 1 Mathematics Review Unit Outline Day Lesson Title Specific Expectations 1 General Review of Grades 7-10 Review Gr. 7-10 2 Review of Ratios Review Gr. 7-10 3 Review of Solving Equations Review
Equations. Equations. Curriculum Ready.
Curriculum Ready www.mathletics.com Copyright 009 P Learning. All rights reserved. First edition printed 009 in Australia. A catalogue record for this book is available from P Learning Ltd. ISBN 978--986-56-7
Monroe Township School District Monroe Township, New Jersey
Monroe Township School District Monroe Township, New Jersey Preparing for Middle School 6 th Grade *PREPARATION PACKET* **MODIFIED for RESOURCE STUDENTS** Summer 2014 ***SOLVE THESE PROBLEMS WITHOUT THE
Foundations 5 Curriculum Guide
1. Review: Natural Numbers...3 2. Reading and Writing Natural Numbers...6 3. Lines, Rays, and Line Segments...8 4. Comparing Natural Numbers... 12 5. Rounding Numbers... 15 6. Adding Natural Numbers...
Supporting Video:
Mars Habitation Earth, Earth's moon, and Mars Balloons Students construct scale models of Earth, Moon, & Mars to discover size and scale. Associated Mars Information Slideshow: Through a PowerPoint Presentation,
Kindergarten Standards Counting and Cardinality Analyze, compare, create, and compose shapes. Know number names and the count sequence.
Kindergarten Standards 1. Representing and comparing whole numbers, initially with sets of objects Students use numbers, including written numerals, to represent quantities and to solve quantitative problems,
Test Prep Unit Mathematics Grade 5
Stafford Township School District Manahawkin, NJ Test Prep Unit Mathematics Grade 5 Rev 3/2011 1 Sample underlining important vocabulary/numbers problems 1. What is the inverse of multiplying by 10? a.
Teacher s Notes. Level 1. Did you know? Pearson English Kids Readers. Teacher s Notes. Summary of the story. Background information.
Suitable for: Level 1 young learners who have completed up to 50 hours of study in English Type of English: American Headwords: 200 Key words: 5 (see pages 2 and 5 of these ) Key grammar: present simple,