Document Sample

```					1.2 Math Message

• Use a half-sheet of paper.
• Write the largest number you can read.
• Write the smallest number you can read.
1.3 Math Message

Reference Book. Read the front and back
covers, but don’t peek inside yet! Talk to a
partner about what might be in the Table
of Contents.
1.4 Math Message

• Take the tool kit that has your ID number
on it. Explore the tools inside.
1.5 Math Message

• Use the data from problem 2 on Math
Journal 1, page 4. Record the number of
letters in your partner’s first and last
names on the Class Data Pad. Which
name do you think is likely to have more
letters: a person’s first name or last name?
1.6 Math Message

•   Copy and solve.
•   2 + 12 = _______
•   7 + 7 = _________
•   15 – 1 = _________
•   24 – 10 = _________
•   1 dozen and 2 more
1.7 Math Message

• Take the Math Message sheet. Answer
the questions.
1.8 Math Message

• What number is…
20 more than 45?
32 more than 40?
23 more than 24?
16 more than 28?
1.9 Math Message

• Solve Problems 1-4 on journal page 15.
• If you don’t agree, check your work.
1.10 Math Message

• Do Problem 1 on journal page 17.
1.11 Math Message

• Turn to Student Reference Book page
214. Pretend you have \$2. Do you have
enough money to buy a notebook and a
box of pencils? There is no sales tax.
1.12 Math Message

Do Problems 1-4 on journal page 23. Use
1.13 Math Message

• Mandy is in school from 8:25 A.M. to 3:15 P.M.
• Work with a partner to figure out the length
of her school day.
1.14 Math Message

• Briefly review the answers. If necessary,
show answers on the board or
demonstration clock.
2.1 Math Message

• Draw and fill in a unit box. Write two
addition and two subtraction facts. Use
only the numbers 8, 9, and 17.
2.2 Math Message

•   Solve.
•   9-3=
•   90 – 30 =
•   900 – 300 =
•    =7+9
•    = 70 + 90
•    = 700 + 900
2.3 Math Message

• Some bacteria double in number every 20
minutes. Use this information to complete
the table.
2.4 Math Message

• Open you Student Reference Book to
page 218 and 219.
• Look over the information and share what
you find with a partner.
2.5 Math Message

She deposited another \$15. How much
money was in her account then?
2.6 Math Message

• Turn to page 220 in your Student
Reference Book. Look it over, and then
share what you found with a partner.
2.7 Math Message

•   64 + 24 =
•   28 + 37 =
•   49 + 18 =
2.8 Math Message

• Make ballpark estimates.
• On a half-sheet of paper, write the number
sentence you used for each estimate.
• 56 – 24 = ?
• 71 – 46 = ?
• 45 – 18 = ?
2.9 Math Message

• The ostriches in the zoo had 4 clutches
this year. They laid 13 eggs, 9 eggs, 7
eggs, and 11 eggs. How many eggs were
laid in all?
2.10 Math Message

• Complete the Self Assessment.
3.1 Math Message

• Write your name on a slip of paper and put
it into the paper bag. How likely is it that
someone will draw your name from the
bag without looking?
3.2 Math Message

• Suppose you and your classmates are
going to have a watermelon seed-spitting
contest. How would you measure the
distance the seeds travel? How would you
pick the winner? Discuss with a partner.
3.3 Math Message

• Take the tape measure that has your tool-
kit number. On a half sheet of paper, write
at least three things you notice about the
tape measure.
3.4 Math Message

• Take 6 straws from each box and 18 twist-
ties. Copy the information from Home Link
3-2 into the Adult at Home column on
journal page 64.
3.5 Math Message

• Suppose you toss three pattern blocks into
the air- a triangle Δ, a square □, and a
trapezoid. Which one has the best chance
of landing on one of its edges.
3.6 Math Message

• Draw and label a rectangle as shown.
3.7 Math Message

• Look at the square piece of paper on the
board. Estimate the length of a side.
3.8 Math Message

• Suppose you want to order carpet to cover
the whole classroom floor. How would you
find out how many square yards of carpet
3.9 Math Message

• Each partnership takes one can. Look for
numbers on the label and talk about what
they mean. Record some of them on
journal page 76.
3.10 Math Message

• Complete the Self Assessment
4.1 Math Message

• You have 4 packages of pencils. There
are 6 pencils in each package. How many
pencils in all? Draw a picture on a half-
sheet of paper to match the number story.
4.2 Math Message

• There are 24 trombone players in a big

• Use counters to represent trombone
players. Arrange the counters to show
them in equal rows.
4.3 Math Message

• Leah and Mathew share 14 pennies
equally. How many pennies does each
child get?
4.4 Math Message

• 12 pennies are shared equally by 4
children.

• How many pennies per child is that? If
you wish, you may use your tool-kit
pennies to act out the story.
4.5 Math Message

• 7 x 4 = 28 is a multiplication fact. Write 5
other multiplication facts.
4.6 Math Message

• Write the +, - fact family for the numbers 2,
2, and 4 on a half-sheet of paper.
4.7 Math Message

• How many baseball teams of exactly 9
players each can be formed from 45
players? Write a number model.
4.8 Math Message

• How many dots are in this array? Be prepared

.    .     .    .     .    .
.    .     .    .     .    .
.    .     .    .     .    .
4.9 Math Message

• Copy the number lines. Fill in the missing
numbers on a half-sheet of paper.
4.10 Math Message

• Maria and Joe toss a coin to decide who
goes first when they play a game. Is this a
fair way to decide?
• Explain why or why not on a half-sheet of
paper.
4.11 Math Message

• Complete the Self Assessment
5.1 Math Message

• Take one of the Math Message slips.
5.2 Math Message

• Open your Student Reference Book to
pages 218 and 219, Animal Clutches. On
a half-sheet of paper, list the names of the
animals in the order of the most eggs they
can have in a clutch.
5.3 Math Message

• What is the smallest 1-digit whole number
greater than 0?
• What is the smallest 2-digit whole number
greater than 0?
5.4 Math Message

• Look at pages 226 and 227 in your
Student Reference Book. Talk to a
5.5 Math Message

• Take a Math Message slip and fill in the
blanks. Use the Table of Measures on
page 247 in the Student Reference Book if
necessary.
5.6 Math Message

• Be prepared to share what you know
about these four base-10 blocks: a cube, a
long, a flat, and a big cube.
5.7 Math Message

• Take a Math Message slip. Follow the
directions.
5.8 Math Message

• Take a Math Message slip. Follow the
directions.
5.9 Math Message

• Turn to pages 218 and 219 in your
Student Reference Book. What is the
maximum length for a python?
5.10 Math Message

• Open your Student Reference Book to
page 221. What information can you find
on the page?
5.11 Math Message

• Cut out Math Masters, pages 153 – 156
along all the dashed lines. Do NOT cut
any of the solid lines.
5.12 Math Message

• Look at your Sunrise and Sunset Record
on journal page 27. Which day was the
longest day so far? Which was the
shortest? How much longer was the
longest day than the shortest day? Write
5.13 Math Message

• Complete the Self Assessment
6.1 Math Message

• Take 5 straws and six twist-ties. Make two
triangles with them.
6.2 Math Message

• Take 3 straws and 3 twist-ties. Use them
to represent 3 rays.
6.3 Math Message

• Take 2 straws and a twist-tie. Connect the
straws with the twist-tie to form an angle.
6.4 Math Message

• Take 6 straws of each size and 18 twist-
ties. Then complete Part 1 on page 134 of
6.5 Math Message

• Take 4 straws of each size and 16 twist-
ties. Complete Part 1 on page 136 of your
journal.
6.6 Math Message

• Take 6 straws of each size and 18 twist-
ties. Complete part 1 on page 138 of your
journal.
6.7 Math Message

• Take two straws and a twist-tie. Use them
to form an angle that shows a quarter-turn.
6.8 Math Message

• How many minutes does it take the minute
hand on a clock to turn ¼ of the way
around the clock face?
• ½ of the way around?
• ¾ of the way around?
• All the way around?
6.9 Math Message

• Take one Math Masters, page 185. Use a
straightedge to draw line segments to
connect the dots in order: A to B, B to C,
and so on. Fold along the dotted line,
keeping the picture on the outside. Keep it
folded. Cut along the solid lines.
6.10 Math Message

• Follow the directions on Math Masters,
page 193.
6.11 Math Masters

• Name as many of the shaped in the Solid
Shapes Museum as you can.
6.12 Math Message

• What kind of shape is the cereal box?
How many faces does it have?
How many edges?
How many vertices?
What is the shape of its faces?
them with a partner.
6.13 Math Message

• Complete the Self Assessment
7.1 Math Message

• Turn to page 157 in your new journal.
Find the products in Exercises 1 through
10.
7.2 Math Message

• Each of the following products is a square
product. Complete the number sentences
on a half-sheet of paper.
• ___ x ____ = 9
• ___ x_____ = 25
• ___ x_____= 49
• ___ x_____ =81
• Draw an array to show one of the square
products.
7.3 Math Message

• Copy the tables on a half-sheet of paper.
Find the missing rule for the first table. Fill
in the tables.
7.4 Math Message

• Can you find more than one meaning for
each sentence?
• Nancy fed Tom the big gray cat.
• My sister Tess and Jimmy are going.
• Discuss the meanings you found with a
partner.
7.5 Math Message

How many points did she score in all?
Write a number model on your slate that
contains parentheses.
7.6 Math Message

• The distance around a racetrack is 500
meters. How far does a racer travel in 8
7.7 Math Message

• Pretend you have \$6. Do you have
enough money to buy 4 bags of party
balloons that cost \$1.28 per bag? Do you
have enough to buy 5 bags? Find the
costs.
7.8 Math Message

• Do problems 1 through 6 on journal page
173.
7.9 Math Message

• Martha and George were making designs
from clover leaves. Martha’s design used
nine 3-leaf clovers. How many leaves did
her design heave? George’s design had
17 leaves. What is the least number of 3-
leaf clovers he needed for his design?
7.10 Math Message

• Complete the Self Assessment
8.1 Math Message

• Turn to page 180 in your journal. Do
problems 1-5 only.
8.2 Math Message

• List all the possible ways that 1 rolled die
can land. Discuss your list with a partner.
8.3 Math Message

• Hank said, “I shared 24 pieces of candy
with my friends. I gave ½ of the candy to
Kim, 1/3 to Juan, and ¼ to Moira.”

Explain how you know Hand made a
mistake.
8.4 Math Message

Solve this problem: Jonah sorted 20
marbles by color. He found that ¼ of them
were blue and 1/5 were yellow. Does he
have more blue marbles or more yellow
marbles? Be ready to explain how you
know. Use pennies or counters to model
the problem if you want.
8.5 Math Message

• Take an envelope. Carefully cut apart the
32 Fraction Cards on Activity Sheets 5-8
at the back of your journal. Put them in
the envelope.
8.6 Math Message

• Take out your Fraction Cards. Turn them
so the picture sides (sides with the shade
parts) are faceup. Find all the unit
fractions (fractions that have 1 in the
numerator). Put them in order, from the
card with the smallest part shaded to the
card with the largest part shaded. What
pattern do you notice?
8.7 Math Message

• Take a slip and cut out the 4 circles.
• How would you answer the following problems?
• Emily had 3 apples. She cut one in half and ate
one of the halves. How many apples were left.?
• Then she cut each of the other whole apples in
half. She gave all the half-apples to her friends.
How many half-apples did she give away?
8.8 Math Message

• Using your ruler, draw a line segment that
is 1 ¾ inches long on your slate. Divide
the line segment into ¼ inch segments.
How many ¼ inch segments are there?
8.9 Math Message

• Complete the Self Assessment.
9.1 Math Message

• Use journal pages 204 and 205 to find out
how much an adult beaver might weigh.
partner about information on the map.
9.2 Math Message

• Could 6 adult harp seals weigh less than 1
ton?
• Could they weigh more than 1 ton? ( 1 ton
= 2,000lb.)
• Use the information on pages 204 and 205
9.3 Math Message

• Using the fewest number of base-10
blocks possible, show the number 36.
Use base-10 shorthand to show what you
did on a quarter-sheet of paper.
9.4 Math Message

• A farmer planted 4 rows of tomato plants
with 28 plants in each row. How many
you solved the problem.
9.5 Math Message

• Turn to page 217 in your Student
Reference Book. Estimate whether \$10 is
paper. Record your estimate on your
with a partner.
9.6 Math Message

• You want to pack 24 bottles of juice into
full cartons. Each carton holds 4 bottles.
Can you pack all 24 bottles into cartons so
none are left over?
9.7 Math Message

• What is each person’s share if \$1 is
shared equally among 5 people?
• If \$2 is shared equally among 4 people?
• \$3 among 6 people?
• \$2 among 5 people?
paper.
9.8 Math Message

• Solve Problems 4 through 7 on journal
page 222 using your calculator. On a half-
sheet of paper, write the answers the
calculator displays. Compare with your
9.9 Math Message

• Solve without a calculator. Show your
work on paper.
• 3 x 64
• 5 x 713
• 7 x 376
9.10 Math Message

• Use the fewest possible number of base-
10 blocks to model the numbers 150 and

237. Use the base-10 shorthand □, I, .
paper.
9.11 Math Message

• Write the problems on your slate and solve
them.
• 7 x 23 = ______
• 70 x 23 = ______
• 4 x 362 = ______
• 40 x 362 = ______
9.12 Math Message

• Write these problems on a half sheet.

• 20 x 34 = _______
• 70 x 48 = _______
9.13 Math Message

• Look at the thermometer on page 171 in
• Which temperature is cooler, -5°C or -
10°C?     +1°C or -14°C?
• How do you know?
9.14 Math Message

• Complete the Self Assessment
10.1 Math Message

• The inch is a unit of length. On a half-
sheet of paper, list as many other units of
length as you can.
10.2 Math Message

• Take 10cm cubes. Write two questions on
a half-sheet of paper that can be
154 and 155 in your Student Reference
Book.
10.3 Math Message

• What does weight mean? Think about it
and be ready to discuss it. The pound is a
unit of weight. On a half-sheet of paper,
list as many other units of weight as you
can.
10.4 Math Message

• A rectangular prism is made of 45 cubes.
If the base has 15 cubes, how many layers
of cubes does the prism have? Draw a
picture or use cm cubes to help. Discuss
10.5 Math Message

• The pint is a unit of measure for liquids,
such as milk and juice. On a half-sheet of
paper, list as many other units as you can
that are used to measure liquids.
10.6 Math Message

• Make a bar graph of the data in the table
on journal page 253.
10.7 Math message

• Look up your last arm span measurement
in the Me (Later) column on journal page
251. Copy it on a stick-on note and put
the note in the box. Write large!!! Do not
put your name on the note. Explain what
median means on an Exit Slip.
10.8 Math Message

questions on Math Masters page 347.
10.9 Math Message

• Look up your last waist-to-floor
measurement on your journal page 251.
Write it on the Class Data Pad. Do not
10.10 Math Message

• Select a town on the map that will be fairly
difficult for children to find unless they use
the index. Find (name of town) on the
map.
10.11 Math Message

• Complete the Self Assessment
11.1 Math Message

• Find the shortest day (the day with the
fewest hours and minutes of sunlight) on
the Sunrise/Sunset Chart. Figure out how
many more hours and minutes of darkness
than sunlight there were on that day. Use
11.2 Math Message

• Turn to the National High/Low
Temperatures Project on journal page
175. Record the high and low
temperatures for today and the difference
in the temperatures. Then, on a half sheet
of paper, write the names of the states that
appear most often on journal page 175.
11.3 Math Message

• Turn to journal page 269. Follow the
directions for the Math Message.
11.4 Math Message

• Complete Problem 1 on journal page 272.
11.5 Math Message

• There are ________ third graders at our
school. Guess: About how many third
graders know how to swim? Record your