
We're off and running!
Chapter 1 |
| Number Sense: Understand the relative magnitude of numbers |
| Number Sense: Estimate, round and manipulate very large (millions) and very small (thousandths) numbers |
| Algebra and functions: Use a letter to represent an unknown number |
| Algebra and functions: Solve problems involving linear functions with integer values |
| Mathematical reasoning: Analyze problems by identifying relationships |
| Mathematical reasoning: Use a variety of methods such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning |
| Looking Back | Right Now |
Looking Ahead
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| In the grade 4 math program (taken by RL students in grade 3), students learned how to read, write, and compare whole numbers through the millions place, and decimal numbers through the hundredths place. | In this chapter, students will learn how to round, compare, and order whole numbers through the hundred billions, place, and decimal numbers through the thousandths place. | Next year, students will learn to use place vale to compare positive and negative decimals. |
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Working with exact and estimated data pages 6-7 |
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Draw a diagram pages 14-15 |
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Using data from tales and graphs pages 22-23 |
What is the problem asking?What facts are given?
What must be found?
How would you restate the problem in your own words?
Make a plan for solving the problem. Think of the different strategies that are available to the mathematician.
How can the problem be solved?
What other strategies might also work?
Draw a picture
Make a model
Work backward
Guess and check
Act out the problem
Write a number sentence
How will the problem be solved?
What materials should be used: paper and pencil; mental math; calculator; or manipulatives?
Use the best materials that are available.
Is the answer correct?
Does it make sense and is it a logical solution?
Think of a way to check the problem and take the time to do so.
Does the selected solution answer the question?
Practice Some
Online Problem Solving!

How About Some More Practice? 
|
In 1,000,000,000, how many ones are there? |
In 1,000,000,000, how many hundreds are there? |
In 1,000,000,000, how many tens are there? |
In 1,000,000,000, how many thousands are there? |
Round the number 473, 852to the nearest: |
| Ten |
| Hundred |
| Thousand |
| Ten Thousand |
| Hundred Thousand |
14.3, 14.4, 14.5, ___, ___, ___ |
0.6, 0.7, 0.8, ___, ___, ___ |
8.01, 8.03, 8.05, ___, ___, ___ |
4.02, 4.04, 4.06, ___, ___, ___ |
| Number | Digit to be rounded | Digit to the right | Rounded to nearest tenth |
| 27.42 | |||
| 5.163 | |||
| 84.07 | |||
| 0.149 | |||
| 12.45 | |||
| 6.271 | |||
| 38.892 |
| Round to the nearest: | Use the number: 837.529 |
| hundred | |
| ten | |
| one | |
| tenth | |
| hundredth |
|
Bryson is 6 years older than Beth. He is 10 years younger than Amy. Amy is twice as old as Bryson. What are their ages? |
A class wears 12 T-shirts, numbered
1-12. The students pair off to play a game. The sum of the numbers on the T-shirts of every pair is the same. Abdul wears number 4. What T-shirt does his partner wear? |
|
Emily rounds a number to the nearest hundred thousand. She gets 800,000. What is the greatest possible original number? What is the least possible original number? How many numbers can be rounded to 800,000?
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Paula's locker number has 5 digits. It has no more than 2 of any digit. It is the same backward and forward. It is the greatest possible number that fits these clues. What is her locker number? |
| Working with Variables | Solving Equations 1 | Solving Equations 2 |
Time
to Exercise the Brain~| Grade Five Problems | Who Wants to Win $1,000,000 ? | Puzzler Archive |
| Coin Flipping | Brain Teasers from Houghton Mifflin | Online Mankala |
