MATH
SCHOLASTIC INC.
Table of Contents
Session1...............6 Math Time: How to Make a Tangram Rocket Great Graphing Session2...............9 Do the Math! Comparing and Ordering 3-Digit Numbers • Yum, Yum, Gum! Session3.............. 11 Math and Science Time: Star Builder LEGO Math Session4..............15 Do the Math! SuperStar Session5..............16 Math Time: Rabbit’s Gift Carrot Cruncher Session6..............19 Do the Math! Animal Families • Crazy Creatures
Session7..............21 Math and Science Time: One Cool Seed Draw Coconuts Session8..............25 Do the Math! Big Bloom Session9..............26 Math Time: Whales Teenie Tiny Babies Session10.............29 Do the Math! Repeated Addition • Number Sense Session11.............31 Math and Science Time: Powered by the Sun The Sun’s Family Session12.............35 Do the Math! Who Wants Chocolate? Session13.............36 Math Time: Mixing Science and Art Fishy Fun
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Table of Contents (continued)
Session14.............39 Do the Math! Treasure of a Book • Ready, Set, Go! Session15.............41 Math and Science Time: Eye on Butterflies Flying Butterflies
Session20.............59 Do the Math! How Many Teeth? Session21.............60 Math Time: The Elves and the Shoemaker Pocket Change Session22.............63 Do the Math! Money • Comparing Money Session23.............65 Math and Science Time: Grow, Grow, Grow Your Boat! Pumpkin Size Chart Session24.............69 Do the Math! Ready, Set, Regroup! Session25.............70 Math Time: Very Strange Fish An Ocean Code Session26.............73 Do the Math! Treasures Under the Sea • Shape Show
Session16.............45 Catalog Fun
JustforFun.. . . . . . . . . . . 49
Session17.............50 Math Time: The Bundle of Sticks Problem Solving Sessions18.. . . . . . . . . . . 53 Do the Math! Place Value to Hundreds and Regrouping • Through the Tunnels Session19.............55 Math and Science Time: We Otter Do Something! Hungry Otters
4
4
Session27.............75 Math and Science Time: How Shells Saved the Beach Seashells We Found Session28.............79 Do the Math! Problem Solving Session29.............80 Math Time: My Trip to the Statue of Liberty Day by Day Session30.............83 Do the Math! Dividing Into Groups • Dividing Into Groups Session31.............85 Math and Science Time: A Secret Waterfall What Runs but Never Walks?
Session32.............89 Catalog Fun
JustforFun.. . . . . . . . . . . 93
5
1
Math Time
large triangle
small triangle
A tangram is a square
square
large triangle
made up of seven smaller shapes.
small triangle
medium triangle
parallelogram
Make a rocket out of all seven tangram shapes. The pieces have to touch but they cannot overlap.
STEP 1
STEP 2
Add the blue square. Place it to the left of the large square.
Use the two large triangles to make a square.
How-To
Teacher: Read the title and tell children that these are pages from a how-to text. Browse the pictures and ask children to predict what this how-to will be about. Have children read through the text on their own. Introduce the term “crayon resist.” Then discuss the process for making a crayon resist as described in the text. Purpose: To read a how-to text; to use ordinal numbers to describe a sequence Teacher: Share the title with children and call attention to the box in the illustration at the top that shows what shapes are part of a seven-piece tangram square. Read through the steps together and talk about how the illustrations help to make the steps easier to follow. Purpose: To read a how-to piece; to identify and use tangram shapes
6 Session 1
STEP 3
Use the two small triangles to make a parallelogram.
Place the parallelogram above the blue square.
STEP 4
Add the yellow parallelogram. Place it below the blue square.
STEP 5
Finally, add the red triangle. Place it to the right of the large square.
Good job! See if you can make other shapes using tangrams.
Teacher: Use these questions to talk about the text. Call attention to the ordinal numbers. 1. What is the first thing to do? Why is it important to first get the things you need? 2. What do you need to do for the second step? 3. Why does the third step have to follow the second step? 4. What is the fourth step in the process? What does the girl see as the crayon resists the paint? Use these questions to discuss how to make a tangram rocket. Look at the seven tangram shapes. Which two shapes are not triangles? Which shape was made by putting together two large triangles? Which two shapes were put together to make a parallelogram just like the yellow one? What part of the rocket was made with the medium-sized red triangle?
Session 1 7
1
Math Time
Reading & creating simple graphs
Great Graphing
The picture was made with 7 different shapes. How many of each shape was used? Color in the shapes, following the instructions. Then color in the boxes on the chart, 1 box for each shape used.
10
9
8
7
6
5
4
3
2
1
Color the Color the
red.
Color the Color the
green. orange.
Color the Color the Color the
blue.
black.
yellow. purple.
Which shape was used the most? _______________________________
Teacher: Read the title and tell children that these are pages from a how-to text. Browse the pictures and ask children to predict what this how-to will be about. Have children read through the text on their own. Introduce the term “crayon resist.” Then discuss the process for making a crayon resist as described in the text. Purpose: To read a how-to text; to use ordinal numbers to describe a sequence Teacher: Review the names of the 7 plane shapes listed at the bottom of the page. Provide red, green, blue, black, orange, yellow, and purple crayons for children to use. After children color in the shapes, have them count each shape and fill in the boxes to make the graph. Compare the numbers in the graph to see which shape was used most and which shape was used least. Purpose: To identify plane shapes and color them; to use the information about shapes to make a graph
8 Session 1
2
Do the Math!
comparing and ordering 3-digit numbers
Compare. Write < (less than) or > (greater than).
681
816
371
317
402
420
705
689
908
899
882
891
Order from least to greatest .
1. 530, 405, 545, 354 _________________________________________
2. 819, 914, 814, 948 _________________________________________
3. 783, 875, 728, 857 _________________________________________
Order from greatest to least .
4. 462, 467, 470, 460 _________________________________________
5. 380, 308, 808, 838 _________________________________________
6. 265, 652, 526, 500 _________________________________________
Teacher: Use these questions to talk about the text. Call attention to the ordinal numbers. 1. What is the first thing to do? Why is it important to first get the things you need? 2. What do you need to do for the second step? 3. Why does the third step have to follow the second step? 4. What is the fourth step in the process? What does the girl see as the crayon resists the paint? Teacher: Remind children that < is the “less than” sign and > is the “greater than” sign. Have children trace the signs on the page with their fingers. Point out that all the numbers on this page are 3-digit numbers. Help children use the signs to compare the 3-digit numbers. Then follow the next directions and have children order the numbers from least to greatest and then from greatest to least. Purpose: To compare 3-digit numbers; to order 3-digit numbers from least to greatest and greatest to least
Session 1 9 Session 2 9
2
Do the Math!
comparing numbers
Yum, Yum, Gum!
If the number is
Color the space
> 100 and < 250 > 250 and < 400 > 400 and < 550 > 550 and < 600 > 600 and < 750
Yellow Red Orange
Color Key
Green Purple
384
413
717
155
225
555
710
580
111
460
649
686
571
271
599
402
101
329
395
248
196
Teacher: Read the title and tell children that these are pages from a how-to text. Browse the pictures and ask children to predict what this how-to will be about. Have children read through the text on their own. Introduce the term “crayon resist.” Then discuss the process for making a crayon resist as described in the text. Purpose: To read a how-to text; to use ordinal numbers to describe a sequence Make sure children have yellow, red, orange, green, and purple crayons to use. Read the title and directions. Point out the number ranges. Invite children to give examples of numbers that fall into each range. Together, look at the gumball machine. Ask what color children should use for 384. Determine that children should use red to color it because 384 is more that 250 and less than 400. Purpose: To identify a number and its range; to use a Color Key
10 Session 2
3
Math and Science Time
Edition 2
A lot of kids like playing with LEGO ® bricks. So does Veronica Watson. It is her job! She gets paid to build with LEGO.
Teacher: Use these questions to talk about the text. Call attention to the ordinal numbers. 1. What is the first thing to do? Why is it important to first get the things you need? 2. What do you need to do for the second step? 3. Why does the third step have to follow the second step? 4. What is the fourth step in the process? What does the girl see as the crayon resists the paint? Teacher: Introduce “Star Builder” and talk about Legoland, which is shown on the cover. Ask children to share their experiences playing with LEGO® bricks. 1. What is the woman holding that was made with LEGO bricks? 2. What do you notice on all the shelves at Legoland? 3. Why do you think Legoland might be a really fun place to work?
Session 3 11
3
Math and Science Time
ENGINEERING
She built th soccer play
How S Now for Lego she doe She t favorite and san shapes what the She Bu Veron If they d is how s the pictu space s brick pa One parts of teaching come in LEGO M want to Advice Veron most im the rest
Veronica Watson won a LEGO contest to get her job
a LEGO building contest. The winner would get a job as a master model builder at Legoland. “I thought I would enter for fun,” Veronica says. In the contest,
As a kid, Veronica loved playing with LEGO bricks with her brothers in the basement. They built a model of the Hogwarts castle from the Harry Potter books. It took a month and covered a table. When she got to
she built animals, a guitar, and a model of her head. She had to do it fast. Kids helped judge the contest. Guess who won?
college, Veronica still wanted to build. So she studied to be an architect. An architect designs buildings. A Contest After college, Veronica had
Veronica! To celebrate, workers dumped LEGO bricks on her head. Veronica wore a hard hat, so it didn’t hurt. “I had LEGO in my pockets and my shoes,” she says laughing.
She made these cars.
nice memories of LEGO. She also needed a job. Then she heard about
2
Teacher: Read aloud the title and each section heading of “She Made It!”. Then read through the article and talk about how Veronica Watson began building with LEGO bricks as a kid and continued her interest in building at college, where she studied architecture. Share what happened at the LEGO contest and after she won. Then read “Tips for Building a Tall Tower” and talk about the advice she gives. Purpose: To find out what it is like to create with LEGO bricks and work at Legoland
12 Session 3
Tips for Building a Tall Tower
She built these soccer players.
How She Starts Building Now Veronica gets to build cool stuff for Legoland. When she starts a project, she doesn’t know what she will make. She thinks about color first. Her favorite LEGO colors are lavender and sand green. Next, she looks at the shapes of her bricks Then she decides what they should become. She Builds Fast Veronica puts pieces together fast. If they don’t work, she tries again. That is how she built the soccer players in the picture above. For big models, like space stations, she plans on LEGO brick paper first. One of the best parts of her job is LEGO Movie theme song to her. All want to become better LEGO builders. Advice for Building Veronica tells them: “Think about the most important part. Get that right, and the rest will follow.” Thanks, Veronica! teaching kids. Some come in and sing The
Build a wide base. A wide base will help keep your tower from tipping over.
A brick on top locks 2 bricks together.
winner odel
Build the main part of your tower. Interlock the bricks—put two bricks together. Lock them together with a brick on top. Then keep stacking them.
fun,” ntest, guitar,
r head. ast. Kids contest. on? rate, GO ronica hurt. d my
Use cool colors. What colors are your favorites? 3
Teacher: Help children talk about Veronica’s work with LEGO bricks. 1. Veronica studied architecture at college. How did that most likely help her win the LEGO contest?
2. How does Veronica solve a problem when something doesn’t work? 3. What can you learn from reading “Tips for Building a Tall Tower”? 4. What questions would you like to ask Veronica?
Session 3 13
3
Math and Science Time
LEGO Math
Count the studs. (Those are the round bumps on a LEGO brick.) Write the number of studs under each brick. Then solve the equation and write your answer.
1.
=
+
2.
-
=
3.
-
=
4.
=
+ +
-
5.
=
4 Look at the LEGO bricks above. Do they have an odd or an even number of studs? BONUS
Teacher: Read the title and tell children that these are pages from a how-to text. Browse the pictures and ask children to predict what this how-to will be about. Have children read through the text on their own. Introduce the term “crayon resist.” Then discuss the process for making a crayon resist as described in the text. Purpose: To read a how-to text; to use ordinal numbers to describe a sequence Call attention to the studs on the LEGO bricks in the first row. Have children count the studs on each brick and write the numbers under the bricks. Ask children to write the sum of the addition on the line. Have children complete the addition sentences and then review the answers. For the Bonus question, note that all the pieces have an even number of studs. Purpose: To create addition sentences based on the studs on LEGO bricks
14 Session 3
4
Do the Math!
Name
Adding 2-digit numbers
Riding on Air Add. Color the picture using the color code.
31 + 23
42 + 53
46 + 32
24 + 13 =
60 + 18
23 + 55
64 + 14
65 + 21
24 + 62
53 + 33
75 + 11
24 + 30
15 + 22 =
11 + 13 =
42 + 12
15 + 22
54 + 32
42 + 36
Color Code 24 red 37 blue 49 brown 54 white 78 yellow 86 purple 95 green
72 + 23 =
25 + 24 =
36 + 13 =
37 + 12 =
Scholastic Success With Addition & Subtraction • Grade 1
39
Teacher: Use these questions to talk about the text. Call attention to the ordinal numbers. 1. What is the first thing to do? Why is it important to first get the things you need? 2. What do you need to do for the second step? 3. Why does the third step have to follow the second step? 4. What is the fourth step in the process? What does the girl see as the crayon resists the paint? Tell children they will be adding color to this picture of a hot air balloon. Read the directions and point out the Color Code. After children do the addition, have them check to see what color to use to fill in the space. Provide red, blue, brown, white, yellow, purple, and green crayons to use. Have partners share their answers. Purpose: To add 2-digit numbers
Session 4 15
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