Projek Addingfraction Pattern Blok

Doing the Project

Objective To introduce addition and subtraction of simple fractions.

materials

501M California Project 9 Adding and Subtracting Fractions

Math Journal, pp. CA12CA14 Student Reference Book,

pp. 74K and 74L pattern blocks Pattern-Block Template pattern blocks for overhead

(optional) slate

Children determine fractional parts of a new whole. They add and subtract fractions withlike and unlike denominators.

Children practice skills through Home Link activities.

Extending the Project materials Math Journal, pp. CA15 and CA16 pattern blocks pattern blocks for overhead

(optional)

Recommended Use: After Lesson 88Key ActivitiesChildren use pattern blocks to partition 2-dimensional shapes and they name fractionalparts of regions. Children model fraction sums and differences with pattern blocks.

Key Concepts and Skills Identify the whole or the ONE.

[Number and Numeration Goal 2] Find fractional parts of polygonal regions.

[Number and Numeration Goal 2] Use pattern blocks to model addition and subtraction of fractions with like and

unlike denominators.[Number and Numeration Goal 2]

Identify equivalent fractions.[Number and Numeration Goal 5]

Identify triangles, hexagons, trapezoids, rhombuses, and parallelograms.[Geometry Goal 2]

Key Vocabularywhole ONE unit

1

2

California StandardsNS 3.2 Add and subtract simple fractions (e.g., determine that 18

38

is the same as 12).

Technology See the iTLG.

Modeling Fraction Sums to 1 with Pattern Blocks(Math Journal, p. CA12)

Write the following on the board:

Remind children that a fraction is always a part or fraction ofsomething. We refer to this something as the whole, or ONE;for measures and counts, it is considered the unit.

Ask: If the hexagon pattern block is the whole, what fractions arerepresented by the trapezoid, the rhombus, and the triangle?The trapezoid represents 12, the rhombus represents

13, and the

triangle represents 16.

Have children use a trapezoid, a rhombus, and a triangle to coverthe hexagon. Ask them to write an addition number model ontheir slates to show what they did.

Review the example on journal page CA12. Then have childrencomplete Problems 15 as a class or in partnerships by determining the remaining combinations of pattern blocks thatsum to 1. For each combination, children record the patternblocks used and write an addition number model to show whatthey did.

Modeling Fraction Sums with Pattern Blocks(Student Reference Book, p. 74K)

Use pattern blocks on the overhead projector while children use pattern blocks at their desks to work through more fraction addition problems. Do not expect children to give the sum in simplest form at this time. Suggestions:

26 16

36 or

12

16 36

46 or

23

13 13

23

13 12

56

23 16

56

56 13

76 or 1

16

1 3

1 2

1 6 1

Whole

Project 5 581

1 Doing the Project

California Project 9 501N

WHOLE-CLASSACTIVITY

WHOLE-CLASS ACTIVITY

Whole

Adding FractionsPROJECT

9Cover each hexagon with pattern blocks in a different way. Use yourPattern-Block Template to record your work and label each part with afraction. Then write an addition number model to show what you did.

Example: 1.

2. 3.

4. 5.

13

16

16

16

16 1

13

13

16

16 1

16

16

161

6

13

16 1

313

16

12

16

16

16 1

16

16

16

16

16

16 1

16

161

6

12

16

16

16

161

6

16

13

13

13 1

12 +

12 = 1

13

13

13

1 2

1 2

Date Time

Math Journal, p. CA12

Student Page

501O California Project 9 Adding and Subtracting Fractions

You can either let children devise their own methods, or demonstrate the step-by-step procedure shown below.

Example: 13 12 ?

Step 1: Model the two fractions to be added with pattern blocks.

Step 2: Combine the pattern blocks to show the sum.

Step 3: Trade for one kind of pattern block.

Step 4: Name the fraction for the sum.

Have the children look over Student Reference Book, page 74K and summarize with a partner how to add fractions with the samedenominator. Be sure to point out that when adding fractions thathave the same denominator, just add the numerators and keep thesame denominator.

Solving Fraction Addition Problems(Math Journal, p. CA13)

Children work in partnerships to complete journal page CA13.Problems 810 involve adding fractions with unlike denominators. Some children may note that they can use equivalent fractions to change the fractions to fractions with like denominators.

For example:

Problem 8: 12 is equivalent to 36. Change the problem to

36

16

so both fractions have the same denominator. 36 16

46


36

26


56

1 3

1 2

5 6

1 3

1 2

1 3

1 2

1 3

1 2

PARTNER ACTIVITY

Student Reference Book, p. 74K

Student Page

Adding and Subtracting FractionsLike Denominators

Adding or subtracting fractions that have the samedenominator is easy: Just add or subtract thenumerators and keep the same denominator.

13

16 ?

If the hexagon is the whole, then the rhombus is 13 and thetriangle is 16.

When you put one rhombus and one triangle together,you will find that they form a trapezoid. If the hexagon isthe whole, then the trapezoid is 12.

So, 13 16

12.

Unlike Denominators

When you are adding or subtracting fractions that haveunlike denominators, you must be especially careful.One way is to model the problem with pattern blocks.Remember that different denominators mean the wholeis divided into a different number (and different sizes) of parts.

Operations and Computation

13

16

12

67

27

47

17

47

57


24

14


34

Extend the activity by asking children to identify the irrelevantinformation in Problems 10 and 11. Conchita used red and bluepens. Snack was at 10:30 A.M. Taylor sat with 4 friends.

Modeling Fraction Differences with Pattern Blocks(Student Reference Book, p. 74L)

Ask children how they could use pattern blocks to solve 23 16.

After a few minutes, have children share their approaches.Subtraction can be more difficult to model than addition, so childrens methods may be awkward. Below are two approachesthat work well.

Cover-Up MethodModel both fractions with pattern blocks. Then lay the blocks representing the smaller fraction on top of the blocks representingthe larger fraction. The part of the larger fraction that remainsuncovered is the difference.

Example: 23 16 ?

Step 1: Model the fractions with pattern blocks.

Step 2: Lay the pattern blocks of the smaller fraction on top of the pattern blocks of the larger fraction, covering it up as much as possible.

Step 3: The uncovered part of the larger fraction is the difference. The uncovered part is 112 rhombuses or three triangles representing 36. So,

23

16

36.

2 3

1 6

2 3

1 6

California Project 9 501P

WHOLE-CLASS ACTIVITY

Adding Fractions continuedPROJECT

9Use pattern blocks to help you solve the problems below. If you wish,use the hexagons to record your work for Problems 69.

6. 7.

16

16

46

16

8. 9.

12

16

36

13

10. Conchita used her ruler and a blue pen to draw a line segment that was 12 inch long. Then she used a red pen to add 14 inch to the line segment. How long is the line segment now? inch

11. Taylor drank 112 cups of juice when her class had snack at 10:30 A.M. At lunch she sat with 4 of her friends and drank another 12cup of juice. How much juice did she drink in all? cups2

34

56

46 or

23

56

26 or

13

Date Time


Student Page

584 Project 0 Projet Title

Take-Away MethodModel the larger fraction with pattern blocks. Then take awayblocks representing the smaller fraction, trading for pattern blocksof the proper size if necessary. The remaining pattern blocks represent the difference.

Example: 23 16 ?

Step 1: Model the larger fraction with pattern blocks.

Step 2: Remove the pattern blocks representing the smaller fraction. The smaller fraction, 16, can be represented by 1 triangle. Since there are no triangles, trade 2 rhombuses for 4 triangles. Then remove 1 triangle.

Trade 2 rhombuses for 4 triangles.

Take away 1 triangle.

Step 3: The pattern block(s) that are left represent the difference.

Pose fraction subtraction problems for children to solve with pattern blocks. Suggestions:

Have the children look over Student Reference Book, page 74K and summarize with a partner how to subtract fractions with thesame denominator. Be sure to point out that when subtractingfractions that have the same denominator, just subtract thenumerators and keep the same denominator.

56 26

36 or

12

46 26

26 or

13

23 13

13

23 12

16

112 23

56

113 56

36 or

12

2 3

1 6

3 6

2 3

501Q California Project 9 Adding and Subtracting Fractions

Student Reference Book, p. 74L

Student Page

Subtracting FractionsPROJECT


.2.1

46

16

56

12

.4.3

56

23

12

13

5. Nikko bought an apple at lunch for 30. He shared 13 with his friend Paul who is 8 years old. What fraction of the apple did Nikko have left? of an apple

6. There were 15 boys and girls at the pizza party. The boys ate 3 pizzas and the girls ate 114 pizzas. How much more pizza did the boys eat than the girls? more pizza1

34

23

16

16

26 or

13

36 or

12

emiTetaD


Student Page

56

13 ?

If the hexagon is the whole, then 56 is 5 triangles

and 13 is 1 rhombus. To take away13 (1 rhombus)

from 56 (5 triangles), you would need to take

away 2 triangles.

Then there would be 3 triangles or 36 left.36 is equivalent to

12.

So, 5613

36, or

12.

Add and subtract fractions with like denominators.1. 15

25 2. 1

30 1

40 3.

45

15 4. 1

90 1

70

Add and subtract fractions with unlike denominators. Use pattern blocks to help you.5. 12

13 6.

16

23 7.

23

16 8.

12

13

Check your answers on page 343A.

56

13

56

13

36 , or

12


EM3TLG1_G3_501M-R_CA.qxd 12/3/07 1:52 PM Page 584

Solving Fraction Subtraction Problems (Math Journal, p. CA14)

Children work in partnerships to solve the fraction subtractionproblems on journal page CA14. Problems 2, 3, and 4 involve subtracting fractions with unlike denominators. Some childrenmay note that they can use equivalent fractions to change theseproblems to problems with like denominators. For example:


56

36 so both fractions have the same denominator.

56

36

26


56

46 so both fractions have the same denominator.

56

46

16

Problem 4: 12 is equivalent to 36 and

13 is equivalent to

26.

Change the problem to 36 26 so both fractions have the

same denominator. 36 26

16

Extend the activity by asking children to identify the irrelevantinformation in Problems 5 and 6.

Solving More Fraction Addition and Subtraction Problems(Math Journal, pp. CA15 and CA16)

Point out to children that there is a new whole (ONE) at the top of journal pages CA15 and CA16. This new whole (ONE) is to beused when solving the problems on those pages.

Encourage students to use pattern blocks to help them solve theproblems involving addition and subtraction of halves, fourths,and eighths. When children have completed the journal pages,have them use overhead pattern blocks, to describe strategies.

Home Link SuggestionsChildren look for recipes at home. Ask them to write number stories about the ingredients. For example: Howmuch more flour is in the cake than sugar? If you add

the amount of baking soda to the amount of salt, what fraction ofa teaspoon do they equal?

California Project 9 501R

PARTNER ACTIVITY PARTNER ACTIVITY

INDEPENDENT ACTIVITY

2 Extending the Project

More Adding FractionsPROJECT

9For the problems on pages CA15 and CA16, the parallelogram belowis the new whole.

1. Cover the parallelogram with blue rhombuses. What fraction of the shape is covered by

a. 1 rhombus? b. 2 rhombuses?

c. 3 rhombuses? d. 4 rhombuses?

2. Cover the parallelogram with triangles. What fraction of the shape is covered by

a. 1 triangle? b. 2 triangles?

c. 3 triangles? d. 4 triangles?

e. 5 triangles? f. 6 triangles?

Use pattern blocks to help you solve the fraction addition problems below.

3. 14 14 4.

24

14 5.

14

34

6. 18 18 7.

38

28 8.

48

18

9. 24 38 10.

12

14 11.

12

18

58

34

78

58

58

28 or

14

44 or 1

34

24 or

12

68 or

34

58

48 or

24

38

28 or

14

18

44 or 1

34

24 or

12

14

Date Time


Student Page

Adding and Subtracting FractionsPROJECT


Use pattern blocks to help you solve the fraction subtraction problems below.

12. 1 14 13. 34

14 14.

24

14

15. 34 24 16. 1

38 17.

78

58

18. 12 14 19.

12

38 20.

24

18

21. Explain how you solved Problem 20.

22. Jamie solved the following problem. 34 12

46

a. Explain the mistake he made.

b. What is the correct answer? 54 or 1

14

and denominators.Sample answer: Jamie just added the numerators

are 38 left uncovered.rhombuses to show 18. So,

24

18

38 because there

show 24. Then I put 1 green triangle on top of the blue

I covered the parallelogram with 2 blue rhombuses to

38

18

14

28 or

14

58

14

14

24 or

12

34

Date Time


Student Page

Adding and Subtracting FractionsLike Denominators

Adding or subtracting fractions that have the samedenominator is easy: Just add or subtract thenumerators and keep the same denominator.

13

16 ?

If the hexagon is the whole, then the rhombus is 13 and thetriangle is 16.

When you put one rhombus and one triangle together, you will find that they form a trapezoid. If the hexagon isthe whole, then the trapezoid is 12.

So, 13 16

12.

Unlike Denominators

When you are adding or subtracting fractions that haveunlike denominators, you must be especially careful.One way is to model the problem with pattern blocks.Remember that different denominators mean the wholeis divided into a different number (and different sizes) of parts.

Number Sense 3.274K


13

16

12

67

27

47

17

47 57

Number Sense 3.1; Number Sense 3.2

56

13 ?

If the hexagon is the whole, then 56 is 5 triangles

and 13 is 1 rhombus. To take away 13

(1 rhombus)

from 56 (5 triangles), you would need to take

away 2 triangles.

Then there would be 3 triangles or 36 left.36

is equivalent to 12.

So, 56 13

36, or

12.

Add and subtract fractions with like denominators.1. 15

25 2. 1

30 1

40 3.

45

15 4. 1

90 1

70

Add and subtract fractions with unlike denominators. Use pattern blocks to help you.5. 12

13 6.

16

23 7.

23

16 8.

12

13

Check your answers on page 343A.

74L

56

13

56

13

36

, or 12


Number Sense 3.1; Number Sense 3.2

Whole

Adding FractionsPROJECT

9Cover each hexagon with pattern blocks in a different way. Use yourPattern-Block Template to record your work and label each part with afraction. Then write an addition number model to show what you did.

Example: 1.

2. 3.

4. 5.

12 +

12 = 1

12

12

Date Time

CA12 Number Sense 3.2

Adding Fractions continuedPROJECT


6. 7.

16

16

46

16

8. 9.

12

16

36

13

10. Conchita used her ruler and a blue pen to draw a line segment that was 12 inch long. Then she used a red pen to add 14 inch to the line segment. How long is the line segment now? inch

11. Taylor drank 112 cups of juice when her class had snack at 10:30 A.M. At lunch she sat with 4 of her friends and drank another 12cup of juice. How much juice did she drink in all? cups

Date Time

CA13Number Sense 3.2

Subtracting FractionsPROJECT


1. 2.

46

16

56

12

3. 4.

56

23

12

13

5. Nikko bought an apple at lunch for 30. He shared 13 with his friend Paul who is 8 years old. What fraction of the apple did Nikko have left? of an apple

6. There were 15 boys and girls at the pizza party. The boys ate 3 pizzas and the girls ate 114 pizzas. How much more pizza did the boys eat than the girls? more pizza

Date Time


CA15

More Adding FractionsPROJECT


1. Cover the parallelogram with blue rhombuses. What fraction of the shape is covered by

a. 1 rhombus? b. 2 rhombuses?

c. 3 rhombuses? d. 4 rhombuses?

2. Cover the parallelogram with triangles. What fraction of the shape is covered by

a. 1 triangle? b. 2 triangles?

c. 3 triangles? d. 4 triangles?

e. 5 triangles? f. 6 triangles?

Use pattern blocks to help you solve the fraction addition problems below.

3. 14 14 4.

24

14 5.

14

34

6. 18 18 7.

38

28 8.

48

18

9. 24 38 10.

12

14 11.

12

18

Date Time

Number Sense 3.2

Adding and Subtracting FractionsPROJECT


Use pattern blocks to help you solve the fraction subtraction problems below.

12. 1 14 13. 34

14 14.

24

14

15. 34 24 16. 1

38 17.

78

58

18. 12 14 19.

12

38 20.

24

18

21. Explain how you solved Problem 20.

22. Jamie solved the following problem. 34 12

46

a. Explain the mistake he made.

b. What is the correct answer?

Date Time


Grade3Project 9-Adding and Subtracting Fractions_NoRestrictionWelcome to the iTLGEM TLG StartCalifornia Standard ChartEveryday Mathematics ProgramAn Answer to Californias Call to ActionA Mission to Improve MathematicsDemonstrated ResultsSupporting Teacher GoalsSupporting Student GoalsPriorities for Sound InstructionCalifornia ComponentsPlanning and Instructional SupportInstructional PlanAssessmentProgression of GoalsUniversal AccessTechnology SupportSupporting Students and Home

IntroductionProfessional PreparationOrganizing Your ClassroomManipulativesInstruction1-3 Games Correlation Chart

TLG - Table of ContentsUnit 1: Routines, Review, and AssessmentLesson 1.1 Numbers and Number SequencesLesson 1.2 Number GridsLesson 1.3 Introducing the Student Reference BookLesson 1.4 Tools for MathematicsLesson 1.5 Analyzing and Displaying DataLesson 1.6 Equivalent NamesLesson 1.7 The Language of Chance EventsLesson 1.8 Finding DifferencesLesson 1.9 Calculator RoutinesLesson 1.10 MoneyLesson 1.11 Solving Problems with Dollars and CentsLesson 1.12 PatternsLesson 1.13 The Length-of-Day ProjectLesson 1.14 Progress Check 1

Unit 2: Adding and Subtracting Whole NumbersLesson 2.1 Fact FamiliesLesson 2.2 Extensions of Addition and Subtraction FactsLesson 2.3 "What's My Rule?"Lesson 2.4 Parts-and-Total Number StoriesLesson 2.5 Change Number StoriesLesson 2.6 Comparison Number StoriesLesson 2.7 The Partial-Sums AlgorithmLesson 2.8 Subtraction AlgorithmsLesson 2.9 Addition with Three or More AddendsLesson 2.10 Progress Check 2

Unit 3: Linear Measures and AreaLesson 3.1 A "Class Shoe" Unit of LengthLesson 3.2 Measuring with a RulerLesson 3.3 Standard Linear MeasuresLesson 3.4 PerimeterLesson 3.5 A Pattern-Block Toss ExperimentLesson 3.6 Exploring Perimeter and AreaLesson 3.7 AreaLesson 3.8 Number Models for AreaLesson 3.9 Diameter and CircumferenceLesson 3.10 Progress Check 3

Unit 4: Multiplication and DivisionLesson 4.1 Multiples of Equal GroupsLesson 4.2 Multiplication ArraysLesson 4.3 Equal Shares and Equal GroupsLesson 4.4 Division Ties to MultiplicationLesson 4.5 Multiplication Fact Power and ShortcutsLesson 4.6 Multiplication and Division Fact FamiliesLesson 4.7 Baseball MultiplicationLesson 4.8 Exploring Arrays and FactsLesson 4.9 Estimating Distances with a Map ScaleLesson 4.10 A Coin-Toss ExperimentLesson 4.11 Progress Check 4

Unit 5: Place Value in Whole Numbers and DecimalsLesson 5.1 Place Value through Ten-ThousandsLesson 5.2 Reading, Writing, and Ordering NumbersLesson 5.3 Place Value to MillionsLesson 5.4 Application: The U.S. CensusLesson 5.5 Very Large NumbersLesson 5.6 Exploring Estimates and PolygonsLesson 5.7 Model Decimals with Base-10 BlocksLesson 5.8 Tenths and HundredthsLesson 5.9 Tenths and Hundredths of a MeterLesson 5.10 Application: RainfallLesson 5.11 Place Value in DecimalsLesson 5.12 Sunrise-Sunset Line GraphsLesson 5.13 Progress Check 5

Unit 6: GeometryLesson 6.1 Investigating Line Segments, Rays, and LinesLesson 6.2 Parallel & Intersecting Line Segments, Rays, and LinesLesson 6.3 Angles and TurnsLesson 6.4 TrianglesLesson 6.5 QuadranglesLesson 6.6 PolygonsLesson 6.7 Drawing AnglesLesson 6.8 Measuring AnglesLesson 6.9 SymmetryLesson 6.10 Exploring Congruence, Line Segements, and DecimalsLesson 6.11 Polyhedrons, Part 1Lesson 6.12 Polyhedrons, Part 2Lesson 6.13 Progress Check 6

Unit 7: Multiplication and DivisionLesson 7.1 Patterns in ProductsLesson 7.2 Multiplication Facts SurveyLesson 7.3 Fact PowerLesson 7.4 Number Models with ParenthesesLesson 7.5 Scoring in Basketball: An ApplicationLesson 7.6 Extended Facts: Multiplication and DivisionLesson 7.7 Estimating CostsLesson 7.8 Extended Facts: Products of TensLesson 7.9 Exploring Ratios and Geometric FiguresLesson 7.10 Progress Check 7

Unit 8: FractionsLesson 8.1 Naming Parts with FractionsLesson 8.2 Blocks-in-a-Bag ExperimentLesson 8.3 Exploring Fractions, Re-Forming Squares, and CombinationsLesson 8.4 Number-Line Posters for FractionsLesson 8.5 Equivalent FractionsLesson 8.6 Comparing FractionsLesson 8.7 Fractions Greater Than ONELesson 8.8 Fractions in Number StoriesLesson 8.9 Progress Check 8

Unit 9: Multiplication and DivisionLesson 9.1 Multiply and Divide with Multiples of 10, 100, and 1,000Lesson 9.2 Using Mental Math to MultiplyLesson 9.3 Exploring Arrays, Areas, and FractionsLesson 9.4 A Multiplication AlgorithmLesson 9.5 Buying at the Stock-Up SaleLesson 9.6 Factors of a Whole NumberLesson 9.7 Sharing MoneyLesson 9.8 Broken-Calculator DivisionLesson 9.9 Lattice MultiplicationLesson 9.10 Exploring Arrays, Equilateral Triangles, and Strength of PaperLesson 9.11 Products of 2-Digit Numbers, Part 1Lesson 9.12 Products of 2-Digit Numbers, Part 2Lesson 9.13 Positive and Negative NumbersLesson 9.14 Progress Check 9

Unit 10: Measurement and DataLesson 10.1 Review: LengthLesson 10.2 VolumeLesson 10.3 WeightLesson 10.4 Exploring Weight and VolumeLesson 10.5 CapacityLesson 10.6 The Mean and the MedianLesson 10.7 Calculating the MeanLesson 10.8 Calculator MemoryLesson 10.9 Frequency DistributionsLesson 10.10 Coordinate GridsLesson 10.11 Progress Check 10

Unit 11: Probability; Year-Long Projects, RevistedLesson 11.1 The Length-of-Day Project RevistedLesson 11.2 National High/Low Temperatures SummariesLesson 11.3 Spinner ExperimentsLesson 11.4 Designing SpinnersLesson 11.5 Using Data to Predict OutcomesLesson 11.6 Progress Check 11

AppendicesProjectsProject 1: Solid WasteProject 2: Watermelon Feast and Seed-Spitting ContestProject 3: IllusionsProject 4: Dodecahedron CalendarProject 5: AttributesProject 6: How Far Can You Go in a Million StepsProject 7: RoundingProject 8: Unit Prices and DivisionProject 9: Adding and Subtracting Fractions

Third Grade Key VocabularyA - DE - KL - MN - RS - Z

Grade-Level Goals - Table of ContentsNumber and NumerationOperations and ComputationData and ChanceMeasurement and Reference FramesGeometryPatterns, Functions, and Algebra

Scope and Sequence - Table of ContentsNumber and NumerationOperations and ComputationData and ChanceMeasurement and Reference FramesGeometryPatterns, Functions, and Algebra

Index

ResourcesMath Masters - Table of ContentsCalifornia Family LetterTeaching Masters and Home Link MastersUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Unit 10Unit 11

Project MastersTeaching Aid MastersGame Masters

Minute Math + - Table of ContentsIntroductionBasic RoutinesMinute Math Topics - Table of ContentsCountingOperationsGeometryMeasurement

Number StoriesList of Activities by PageKey to SourcesBibliography

Assessment HandbookPhilosophy of Assessment in Everyday Mathematics: IntroductionBalanced AssessmentCreating a Balanced Assessment PlanOngoing AssessmentPeriodic AssessmentExternal AssessmentRecord-KeepingAssessment Management SystemFrequently Asked QuestionsRecommended ReadingEveryday Mathematics Goals

Assessment OverviewsUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Mid-Year Assessment GoalsUnit 7Unit 8Unit 9Unit 10Unit 11End-of-Year Assessment Goals

Assessment Masters - Table of ContentsProgress Check: Unit 1Progress Check: Unit 2Progress Check: Unit 3Progress Check: Unit 4Progress Check: Unit 5Progress Check: Unit 6Progress Check: Unit 7Progress Check: Unit 8Progress Check: Unit 9Progress Check: Unit 10Progress Check: Unit 11Progress Check AnswersMid-Year AssessmentEnd-of-Year AssessmentMid-Year and End-of-Year Assessment AnswersClass Checklists and Individual Profiles of Progress: Unit 1Class Checklists and Individual Profiles of Progress: Unit 2Class Checklists and Individual Profiles of Progress: Unit 3Class Checklists and Individual Profiles of Progress: Unit 4Class Checklists and Individual Profiles of Progress: Unit 5Class Checklists and Individual Profiles of Progress: Unit 6Class Checklists and Individual Profiles of Progress: Unit 7Class Checklists and Individual Profiles of Progress: Unit 8Class Checklists and Individual Profiles of Progress: Unit 9Class Checklists and Individual Profiles of Progress: Unit 10Class Checklists and Individual Profiles of Progress: Unit 11Class Checklists and Individual Profiles of Progress: QuartersGeneral Masters

GlossaryIndex

Teachers Reference Manual - Table of ContentsIntroductionManagement GuideChapter 1: Managing the CurriculumChapter 2: The Importance of Problem SolvingChapter 3: Managing ToolsChapter 4: Organizing ChildrenChapter 5: Organizing Daily Routines and DisplaysChapter 6: Differentiating InstructionChapter 7: Managing AssessmentChapter 8: Providing for Home-and-School CommunicationChapter 9: Number and CountingChapter 10: Operations and Number ModelsChapter 11: AlgorithmsChapter 12: Data and ChanceChapter 13: GeometryChapter 14: MeasurementChapter 15: Reference FramesChapter 16: Estimation, Mental Arithmetic, and Number SenseChapter 17: Patterns, Sequences, Functions, and AlgebraChapter 18: Problem SolvingGlossaryA - DE - QR - Z

General ReferenceIndex

Home Connection Handbook - Table of ContentsTeacher Ideas for Family CommunicationSchool EventsThings to Send HomeParent HandbookParents in the ClassroomDisplaysParent-Teacher Conferences

Teacher Masters for Family CommunicationEveryday Mathematics in the ClassroomPresenter's NotesHow Children Learn in Everyday MathematicsContent Emphasized in Everyday MathematicsAn Everyday Mathematics LessonRoutinesAlgorithms in Everyday MathematicsAssessment in Everyday MathematicsFrequently Asked QuestionsHow to Help Your Child with MathematicsDo-Anytime ActivitiesLiterature ListCommercial Games that Use MathematicsFamily Math Night Planning MaterialsPortfolio ReflectionGame FeedbackVolunteer FormsObservation RequestClassroom Helper FeedbackGlossary

Administrator Ideas for Family CommunicationSharing the Program PhilosophyProviding Program ExperiencesUsing Resources and ResearchSupporting Staff

Administrator Masters for Family CommunicationSample Letter of IntroductionA Curriculum for the 21st CenturyDeveloping Mathematical LiteracySample Parent Orientation ScheduleSample Algorithm Workshop ScheduleProblems that Invite Multiple SolutionsStaff Meeting Topics and ActivitiesStrand Trace Activities for Staff DevelopmentClassroom Set-up GuidesDisplaying School Data

Student Math Journal - Table of ContentsUnit 1 Routines, Review, and AssessmentUnit 2 Adding and Subtracting Whole NumbersUnit 3 Linear Measures and AreaUnit 4 Multiplication and DivisionUnit 5 Place Value in Whole Numbers and DecimalsUnit 6 GeometryCalifornia ProjectsActivity Sheets - Volume 1Unit 7 Multiplication and DivisionUnit 8 FractionsUnit 9 Multiplication and DivisionUnit 10 Measurement and DataUnit 11 Probability; Year-Long Projects, RevisitedActivity Sheets - Volume 2

Student Reference Book - CaliforniaTable of ContentsNumbers and CountingOperations and ComputationData and ChanceGeometryMeasurementReference FramesEstimationPatterns and FunctionsData BankProblem SolvingCalculatorsGamesGlossaryAnswer KeyIndex

Differentiation Handbook - Table of ContentsIntroduction to Universal AccessDifferentiating Instruction with Everyday MathematicsFeatures for Differentiating in Everyday MathematicsGeneral Differentiation StrategiesVocabulary DevelopmentGamesMath BoxesUsing Part 3 of the LessonLooking at Grade-Level GoalsMaintaining Concepts and Skills

ProjectsActivities and Ideas for DifferentiationUnit 1 Routines, Review, and AssessmentUnit 2 Adding and Subtracting Whole NumbersUnit 3 Linear Measures and AreaUnit 4 Multiplication and DivisionUnit 5 Place Value in Whole Numbers and DecimalsUnit 6 GeometryUnit 7 Multiplication and DivisionUnit 8 FractionsUnit 9 Multiplication and DivisionUnit 10 Measurement and DataUnit 11 Probability; Year-Long Projects, Revisited

MastersResources

English Learners Handbook - Table of ContentsIntroductionUsing the Support LessonsResourcesUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Unit 10Unit 11Masters

Skills Link Cumulative Practice Sets Student Book - Table of ContentsUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Unit 10Unit 11CA Standards Grade 3

Skills Link Teacher's Guide Cumulative Practice Sets - Table of ContentsIntroductionFeaturesCalifornia Mathematics Content StandardsPractice Sets OverviewPractice Sets Answer Key

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def_nngoal2: nngoal2: nngoal5: def_nngoal5: ggoal2: def_ggoal2: whole: def_whole: One: def_One: unit: def_unit: g_def_One: g_def_whole: g_def_unit: g_unit: g_One: g_whole:

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