www.everydaymathonline.com Explorations Lesson 8 9 719 Advance Preparation Put pieces of paper near the Math Message. Key Concepts and Skills • Use fractions to relate smaller shapes to larger shapes. [Number and Numeration Goal 4] • Divide shapes into equal parts and label the parts. [Number and Numeration Goal 4] • Recognize and sort doubles facts and near-doubles facts. [Operations and Computation Goal 1] Key Activities Exploration A: Children solve and design pattern-block puzzles involving fractional parts. They label the fractional parts of each figure. Exploration B: Children divide geoboard shapes into 2, 3, or 4 equal parts. Exploration C: Children sort Fact Triangles into doubles, near doubles, and sums of 10, and then practice the facts. Ongoing Assessment: Recognizing Student Achievement Use the Math Message. [Geometry Goal 1] Ongoing Assessment: Informing Instruction See page 721. Key Vocabulary near doubles Materials Home Link 8 8 Pattern-Block Template Exploration A: Per group: Math Masters, pp. 241 and 242 pattern blocks Pattern-Block Template Exploration B: Per partnership: Math Masters, pp. 315 and 316 geoboard rubber bands (colored, if possible) Exploration C: Per partnership: Math Masters, p. 243 Fact Triangles Playing the 3, 2, 1 Game My Reference Book, pp. 150 and 151 per partnership: slate Math Boxes 8 9 Math Journal 2, p. 174 Home Link 8 9 Math Masters, p. 244 READINESS Cutting Symmetrical Shapes scissors drawing paper EXTRA PRACTICE Two-Fisted Penny Addition for 17 and 18 Math Masters, p. 151 Teaching the Lesson Ongoing Learning & Practice 1 3 2 4 Differentiation Options Exploring Fractional Parts and Addition Facts Objectives To guide exploration of the relationship between multiples and fractions; to reinforce naming fractional parts of regions; and to provide practice with addition facts. eToolkit ePresentations Interactive Teacher’s Lesson Guide Algorithms Practice EM Facts Workshop Game™ Assessment Management Family Letters Curriculum Focal Points Common Core State Standards
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Exploring Fractional Parts and Addition Facts...Continue counting by 10s to 150. Stop. Continue counting by 5s to 195. Stop. Continue counting by 1s to 199. 1 Teaching the Lesson Math
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www.everydaymathonline.com
Explorations
Lesson 8�9 719
Advance PreparationPut pieces of paper near the Math Message.
Key Concepts and Skills• Use fractions to relate smaller shapes to larger shapes.
[Number and Numeration Goal 4]
• Divide shapes into equal parts and label the parts.
[Number and Numeration Goal 4]
• Recognize and sort doubles facts and near-doubles facts.
[Operations and Computation Goal 1]
Key ActivitiesExploration A: Children solve and design pattern-block puzzles involving
fractional parts. They label the fractional parts of each figure.
Exploration B: Children divide geoboard shapes into 2, 3, or 4 equal parts.
Exploration C: Children sort Fact Triangles into doubles, near doubles, and
sums of 10, and then practice the facts.
Ongoing Assessment: Recognizing Student Achievement Use the Math Message. [Geometry Goal 1]
Ongoing Assessment: Informing Instruction See page 721.
Key Vocabularynear doubles
MaterialsHome Link 8�8
Pattern-Block Template
Exploration A: Per group:
Math Masters, pp. 241 and 242
pattern blocks � Pattern-Block Template
Exploration B: Per partnership:
Math Masters, pp. 315 and 316
geoboard � rubber bands (colored, if possible)
Exploration C: Per partnership:
Math Masters, p. 243
Fact Triangles
Playing the 3, 2, 1 GameMy Reference Book, pp. 150 and 151
per partnership: slate
Math Boxes 8�9Math Journal 2, p. 174
Home Link 8�9Math Masters, p. 244
READINESS
Cutting Symmetrical Shapesscissors � drawing paper
EXTRA PRACTICE
Two-Fisted Penny Addition for 17 and 18Math Masters, p. 151
Teaching the Lesson Ongoing Learning & Practice
132
4
Differentiation Options
Exploring Fractional Parts and Addition Facts
Objectives To guide exploration of the relationship between
multiples and fractions; to reinforce naming fractional parts
of regions; and to provide practice with addition facts.
Math MessageTake a piece of paper. Use your Pattern-Block Template to draw each pattern-block shape. Write the name of each shape.
Home Link 8�8 Follow-UpBriefly go over the answers to Problems 1–4.
Mental Math and ReflexesDo stop and start counts. Give the following directions:
Begin at 0. Count by 10s to 60. Stop. Continue counting by 5s to 75. Stop. Continue counting by 1s to 78.
Begin at 0. Count by 25s to 50. Stop. Continue counting by 10s to 100. Stop. Continue counting by 5s to 115. Stop. Continue counting by 1s to 117.
Begin at 25. Count by 25s to 100. Stop. Continue counting by 10s to 150. Stop. Continue counting by 5s to 195. Stop. Continue counting by 1s to 199.
�
1 Teaching the Lesson
� Math Message Follow-Up WHOLE-CLASS ACTIVITY
Go over the answers. You may want to collect the children’s papers to assess their progress.
Ongoing Assessment: Math
Message�Recognizing Student Achievement
Use the Math Message to assess children’s knowledge of the names of
2-dimensional shapes. Children are making adequate progress if they are
able to name triangles, squares, and circles.
[Geometry Goal 1]
� Exploration A: Finding SMALL-GROUP ACTIVITY
Relationships Involving Pattern Blocks(Math Masters, pp. 241 and 242)
This is a follow-up to Exploration A in Lesson 6-7 in which children determined how many of a particular pattern block are needed to cover a larger pattern block. This Exploration illustrates how the relationship between the size of a pattern block and a larger shape can be expressed as a multiple of the smaller block or as a fraction of the larger block.
Draw a rhombus on the board. Ask children to use two triangle pattern blocks to make a rhombus. Ask a child to show where to draw a line to divide the rhombus into two triangles. Ask: How many triangles make the whole rhombus? 2 Explain that this whole can be described as two triangles, or two of the shares. Ask: What fraction of the rhombus is each triangle? one-half
3. Use one pattern block many times to make a large shape.
Each small shape is what fraction of your large shape? Answers vary.
= 1
1 = 1 _ 3 of the large shape.
3
Try This
Solve.
2.
1.
EM3MM_G1_U08_221-248.indd 242 2/16/10 1:21 PM
Math Masters, p. 242
Teaching Master
Lesson 8�9 721
Do the example on Math Masters, page 241 together.
1. Have children cover the larger shape with one kind of pattern block. In this case, cover the large triangle with small triangle pattern blocks.
2. Use the Pattern-Block Template to draw the arrangement of the pattern blocks on the larger shape.
3. Fill in the numbers that express the relationship between the pattern block and the larger shape. For the example, ask: How many small triangles make up the large triangle? 4 Point out that you can describe the whole as four, or all, of the shares. Ask: What fraction of the whole large triangle is each small triangle? one-fourth Tell children that another way to say “one-fourth” is “one-quarter.”
Following the same steps, children complete Math Masters pages 241 and 242. They may work together, but children make their own records.
� Exploration B: Naming PARTNER ACTIVITY
Fractional Parts of Regions(Math Masters, pp. 315 and 316)
Each partnership starts with a geoboard and several rubber bands. One partner makes a symmetrical shape with a rubber band. The other partner uses more rubber bands to try to divide the shape into 2 (or 3 or 4) equal parts. On their record sheets, each partner records four of the shapes that can be divided into equal parts and shows how they were divided. Encourage children to begin with a variety of symmetric shapes, including rectangles, squares, and triangles.
Ongoing Assessment: Informing Instruction
Watch for children who make irregular shapes on their geoboards. Remind them
to create symmetrical shapes that can be divided equally.
722 Unit 8 Mental Arithmetic, Money, and Fractions
Math Boxes LESSON
8�9
Date
1. Circle the ones place.
364 58 100
4 16 222
2. You buy 2 packs of seeds. Each pack costs 60¢.
How much do you pay? ¢ or $ .
3. Divide each shape in half.
Shade one half of each shape.
6. Subtract.
�
5. Write 3 more names.
100
80 + 20
10
12 54–55
3116
4. Name this polygon.
Choose the best answer. A hexagon B square C rhombus D trapezoid
1 20120
Sample answers:
Answers vary.3
151-175_EMCS_S_G1_SMJ_U08_576396.indd 174 2/7/11 10:27 AM
Math Journal 2, p. 174
Student Page
Adjusting the Activity
� Exploration C: Sorting PARTNER ACTIVITY
Fact Triangles(Math Masters, p. 243)
Before children begin this Exploration, make sure they under-stand the meaning of near doubles (also known as doubles plus-1).
Partners sort one set of Fact Triangles into doubles, near doubles, 10 sums, and other facts and then record them on Math Masters, page 243. Then have children practice the facts, either by category or in random order.
List a doubles fact on the board and label it “doubles fact.” Then record
a related near-doubles fact. Label this “near-doubles fact.”
A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L
2 Ongoing Learning & Practice
� Playing the 3, 2, 1 Game PARTNER ACTIVITY
(My Reference Book, pp. 150 and 151)
Children practice subtraction playing the 3, 2, 1 Game. For detailed instructions, see My Reference Book, pages 150 and 151.
� Math Boxes 8�9 INDEPENDENTACTIVITY
(Math Journal 2, p. 174)
Mixed Practice Math Boxes in this lesson are linked to Math Boxes in Lessons 8-5 and 8-7. The skills in Problem 6 preview Unit 9 content.
Home Connection Children practice addition and subtraction facts. The goal is for children to have memorized the +0, +1, doubles facts, and 10 sums by the end of this school year.
3 Differentiation Options
READINESS SMALL-GROUP ACTIVITY
� Cutting Symmetrical Shapes 5–15 Min
To explore the concept of equal parts using a concrete model, have children test circles, squares, and triangles for symmetry. Have children attempt to cut a circle,
triangle, and square from drawing paper. Guide children to fold paper shapes in half to test for symmetry. Encourage them to trim shapes as necessary to make them symmetrical. If no one suggests it, share the strategy of folding the paper first and then cutting half the shape.
EXTRA PRACTICE INDEPENDENTACTIVITY
� Two-Fisted Penny Addition 5–15 Min
for 17 and 18(Math Masters, p. 151)
Children complete Two-Fisted Penny Addition to provide practice finding complements for the numbers 17 and 18. See Lesson 2-3 for detailed instructions.