Lesson 00 of 36 Learning about Excel Projectable

Lesson 00 of 6 Learning about Excel Projectable Lesson 5 of 5 Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient with regrouping and remainders CLASSROOM LESSONS Each file contains lesson content from one student Lesson Sheet. The objectives are clearly stated in red at the top of each screen. 5 We combine the one hundred with the tens and think of them as tens. The tens can be divided into groups (6 in each group with left over). Text may be re-worded slightly, re-spaced or illustrated in colors for better viewing and instruction. In lessons where you are asked to read a problem aloud, we included the numerical values on the screen. Students should read the words, write in the numbers, and solve the problem. Answers appear on the next screen in red. The average lesson requires about 6 screens. The range is - screens. We added a few extra screens of material to explain some concepts more thoroughly. These are clearly marked BONUS LESSON. Please review lessons before class to avoid surprises. LESSON PLANS & MANIPULATIVES We included the entire Teacher Edition in a PDF file if you want to prepare your lessons at home. This PDF file can be viewed on the screen but printing is restricted. Please order a Teacher Edition if you need a printed copy. Printable files for the manipulatives are in a separate folder. FILES ON THE DISK See the sample directory on the back of the disk booklet for a typical list of files on the CD. You can move any of the files to your computer - you need about 50 mb of space per grade. Please explore the additional resources we have provided on the CD. 009 Ansmar Publishers, Inc. All Rights Reserved Scroll or press PAGE-DOWN for more sample pages 6 7 r 5-5 - 4 Lesson 5 of 5 Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient with regrouping and remainders Check each answer with multiplication. The one ten that is left over is combined with the 5 ones. The 5 ones can be divided into groups (7 in each group with left over). 6 4 5 4 9 4 4 9 4 8 5 8 0 7-8 4-4 - 4 0 x x x x 6 x 4 9 4 4 Lesson 5 of 5 Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient with regrouping and remainders Check each answer with multiplication. 6 6 4 4 r 4 6 5 8 5 r 4 9 4 4 9 4 8 5 8 0 7-8 - 8 - - 5-6 4 8 0 - - - 6-0 - 0 4 0 0-4 0 64 4 6 85 x x 4 x 5 x 6 9 6 80 70 x 4 + + 9 4 4 8 7

Lesson of 5 Recognizing and adding pennies and using the cents symbol A penny is worth. We use a cent symbol ( ) when we write the value of a coin. This helps people to know we are describing money. front back President Lincoln copper color building heads tails

Lesson of 5 Recognizing and adding pennies and using the cents symbol Four new pennies show scenes in the life of President Lincoln on the back. They are still worth. The front is the same.

Lesson 5 of 5 Recognizing and adding pennies and using the cents symbol Trace the numerals 0 to 9.

Lesson 05 of 6 Observing change and determining the order of events Greg is washing dishes. Which of these pictures comes first? This picture comes first. The dishes are dirty.

Lesson 54 of Using the dollar symbol and decimal Recognizing dollar coins and bills Money amounts up to 99 cents are written with the cent symbol ( ). When you get to 00 cents the amount is written with a dollar symbol ($). The dollar symbol goes in front. The decimal point separates dollars from cents. We have both dollar coins and bills. Most people use dollar bills. Dollar Bills dollar symbol $.00 decimal Dollar Coins

Lesson 0 of 8 Reasoning using overlapping figures 5 4 For the square on the left, the 4 is inside the square and the 5 is outside. 4 7 For this rectangle and circle, the 4 is outside the rectangle and outside the circle. The 7 is outside the rectangle and inside the circle. Which number is inside the circle and inside the rectangle? Which number is inside the rectangle and outside the circle?

Lesson 65 of 5 Telling time before the hour Learning that hour = 60 minutes It is 45 minutes after 6 o'clock. How many minutes is it before 7 o'clock? There are several ways this problem can be solved:. There are 60 minutes in one hour. Subtract the 45 minutes after the hour from 60. 60-45 = 5. On a circular (analog) clock you can count the minute marks. You can count clockwise up to the, or count back from the top to the minute hand. This shows it is 5 minutes before 7 o'clock. Use the method that is easiest for you.

Lesson 65 of 5 Telling time before the hour Learning that hour = 60 minutes It is minutes before o'clock. It is minutes before o'clock. It is minutes before o'clock.

Lesson 65 of 5 Telling time before the hour Learning that hour = 60 minutes 5 0 6 0-9 5 0 6 0-5 5 5 0 6 0-6 4 It is 9 minutes It is 5 minutes It is 4 minutes before o'clock. before 9 o'clock. before 0 o'clock.

Lesson 5 of 7 Evaluating information to see if it is sufficient to answer the question Read each problem. Decide if you have enough information to answer the question. Fred has cats and a dog. Mary has birds and dogs. How many more dogs does Mary have than Fred? A. enough information B. not enough information The answer is B, because the problem does not state how many dogs Mary has.

Lesson 6 of 6 Recognizing coins Learning change equivalents Basic Fact Practice 8 + 4 + 6 7 + 7 9 + 6 4 + 9 7 + 5 8 + 6 + 9 6 + 6 9 + 6 + 5 4 + 7 9 + 9 8 + 7 7 + 4 5 + 8

Lesson 6 6 of 6 Recognizing coins Learning change equivalents Basic Fact Practice 8 4 7 9 4 7 8 + + 6 + 7 + 6 + 9 + 5 + 6 + 9 0 4 5 4 0 6 9 6 4 9 8 7 5 + 6 + + 5 + 7 + 9 + 7 + 4 + 8 8 5

Lesson 67 of 7 Adding three numbers where the sum of a single place is greater than 9 and less than 0 8 7 + 9 4 8 + 7 + 9 = 4 + + = 8 ones plus 7 ones plus 9 ones equals 4 ones or tens and 4 ones. 6 tens plus 8 tens plus 7 tens equals tens or hundreds and ten. 6 0 8 0 6 0 + 8 0 + 7 = + 7 + + =

Lesson of 5 Changing an inequity to an equation ( to =) by moving values in the number statement Which box could you move to balance the scale? 7 7 5 6 7 7 = 5 6 Step 7 + 7 + 5 6 + Move the 7 to the other side. Still 7+ 5 6 + + 7. The scale does not balance. Step Move the 5 to the other side. 7+ 7 = 5 + 6 +. The scale balances. 7 5 7 6

Lesson of 5 Changing an inequity to an equation ( to =) by moving values in the number statement In these problems which number can be moved to change the to =? Write the number sentence represented by the model. Determine the the number that needs to move so the can change to =, circle it and write the new number sentence. 5 8 6 4 4 7

Lesson 4 of 6 Recognizing faces, edges and vertices of polyhedrons The different polygons you have been seeing so far this year have dimensions: length and width. You might say they are flat, or lie on a surface. The figures below are called solid. They have dimensions: length, width, and height. You've seen the rectangular prism, cube, cylinder and sphere - they rise "above" a surface. The dotted lines help you see the hidden sides of each figure. rectangular prism triangular prism triangular pyramid cube rectangular pyramid square pyramid

Lesson 4 of 6 Recognizing faces, edges and vertices of polyhedrons The names of these figures are created by taking a description of the base or an end (rectangle, square, triangle) and combining it with a description of the shape (pyramid, prism). Edge Apex Vertex This slice is a triangle Rectangle Rectangle triangular prism square pyramid rectangular pyramid A pyramid has an apex (point, vertex) at the top, opposite the base A prism has the same cross section from one end to the other. If you cut a slice through a prism, the shape of the slice is the shape of the prism s name. Bonus Lesson Page

Lesson 4 4 of 6 Recognizing faces, edges and vertices of polyhedrons Edge This slice is a triangle Rectangle triangular prism If we stand the shape on end, now you can see why this is called a triangular prism and not a rectangular prism. Bonus Lesson Page

Lesson 4 of 6 Recognizing faces, edges and vertices of polyhedrons rectangular prism triangular prism triangular pyramid cube rectangular pyramid square pyramid Record the number of faces, edges and vertices for each of these figures: rectangular prism triangular prism triangular pyramid cube rectangular pyramid square pyramid faces edges vertices

Lesson 4 6 of 6 Recognizing faces, edges and vertices of polyhedrons rectangular prism triangular prism triangular pyramid cube rectangular pyramid square pyramid Record the number of faces, edges and vertices for each of these figures: rectangular prism triangular prism triangular pyramid cube rectangular pyramid square pyramid faces edges vertices 6 5 4 6 5 5 9 6 8 8 8 6 4 8 5 5

Lesson 48 of 5 Determining equivalent fractions using models Write the fraction that represents the shaded portion of each rectangle. = = = 4 5 6 = = = Each of the rectangles is the same size and even though they are divided differently, the portion that is shaded is equal to one-half for each one. 6 = This can be verified. What is 6 divided into equal parts? 6 =. There should be sixths in each of the parts. Does each shaded part look like it is the same size?

Lesson 48 of 5 Determining equivalent fractions using models Write the fraction that represents the shaded portion of each rectangle. = = 6 = 5 0 4 = 4 5 = 4 8 6 = 6 Each of the rectangles is the same size and even though they are divided differently, the portion that is shaded is equal to one-half for each one. 6 = This can be verified. What is 6 divided into equal parts? 6 =. There should be sixths in each of the parts. Does each shaded part look like it is the same size? yes

Lesson 4 of 6 Using deductive reasoning to solve a story problem Haley, Jared and Aaron ran in a race. Haley finished between Jared and Aaron. Jared wasn't first. In what order did they finish the race? From the second sentence we know that Haley came in second. st nd rd Haley From the third sentence we know that Jared wasn't first, so he must have been last. Therefore, Aaron must have been first. st nd rd

Lesson 4 of 6 Using deductive reasoning to solve a story problem Stefi, Veronika and Milena play basketball. Stefi is taller than Veronika. Milena is shorter than Stefi. Who is the tallest? Drawing lines is a helpful way to keep track of the comparisons. The second sentence tells us that Stefi is taller than Veronika. Draw a line for Stefi that is longer (higher) than Veronika s line. Bonus Lesson Page Stefi Veronika Milena The third sentence tells us that Milena is shorter than Stefi. Draw a line for Milena that is shorter than Stefi s line. Stefi Veronika Milena

Lesson 4 6 of 6 Using deductive reasoning to solve a story problem Stefi, Veronika and Milena play basketball. Stefi is taller than Veronika. Milena is shorter than Stefi. Who is the tallest? Drawing lines is a helpful way to keep track of the comparisons. The second sentence tells us that Stefi is taller than Veronika. Draw a line for Stefi that is longer (higher) than Veronika s line. Bonus Lesson Page Stefi Veronika Milena The third sentence tells us that Milena is shorter than Stefi. Draw a line for Milena that is shorter than Stefi s line. We know Stefi is tallest but we do not yet know who is shortest. If the problem had said Milena is shorter than Veronika then we Stefi Veronika Milena would know who is shortest.

Lesson 0 of 0 Interpreting information from bar graphs and picture graphs 40 Reading Chart How many minutes did Tyson and Emma read? Minutes 0 0 0 0 Carlo Tyson Emma Kayla Jordan According to the reading chart, which two children read the same number of minutes? How many more minutes will Carlo have to read to catch up with Kayla?

Lesson 0 of 0 Interpreting information from bar graphs and picture graphs Minutes 40 0 0 0 0 Carlo Reading Chart Tyson Emma Kayla Jordan How many minutes did Tyson and Emma read? According to the reading chart, which two children read the same number of minutes? How many more minutes will Carlo have to read to catch up with Kayla? 0 + 5 55 5-0 5 55 minutes Carlo and Jordan 5 minutes

Lesson 64 of 4 Measuring vertical and horizontal lines by subtracting X- and Y-coordinates Looking at the graph on the right, what is the distance between each of the following points? The distance from A to B is. The distance from C to D is. The distance from R to S is. 6 R S 5 A B 4 C T U D 0 4 5 6 7 8 9 4 5 The distance from U to R is. The distance from S to T is. Can you see a relationship between the values for x and y and the distance between the points?

Lesson 64 of 4 Measuring vertical and horizontal lines by subtracting X- and Y-coordinates Looking at the graph on the right, what is the distance between each of the following points? The distance from A to B is. The distance from C to D is. 4 The distance from R to S is. 6 R S 5 A B 4 C T U D 0 4 5 6 7 8 9 4 5 The distance from U to R is. 5 The distance from S to T is. Can you see a relationship between the values for x and y and the distance between the points?

Lesson 5 of 6 Dividing decimal numbers by whole numbers Converting percents to decimal numbers two point five four eight divided by four point nine six divided by sixteen one point two six divided by three 4 7.8 4 5.6 8-4 6-6 0 8-8 0 7.8 4 x 5.6 8 x x x