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Chapter 1 Place Value and Number Sense Click the mouse or press the space bar to continue. Splash Screen. Place Value and Number Sense. 1. Lesson 1-1 Number Patterns Lesson 1-2 Problem-Solving Strategy: Use the Four-Step Plan Lesson 1-3 Place Value Through 1,000

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  1. Chapter 1 Place Value and Number Sense Click the mouse or press the space bar to continue. Splash Screen

  2. Place Value and Number Sense 1 Lesson 1-1Number Patterns Lesson 1-2Problem-Solving Strategy: Use the Four-Step Plan Lesson 1-3Place Value Through 1,000 Lesson 1-4Place Value Through 10,000 Lesson 1-5Problem-Solving Investigation: Use the Four-Step Plan Lesson 1-6Compare Numbers Lesson 1-7Order Numbers Lesson 1-8 Round to the Nearest Ten and Hundred Lesson 1-9 Round to the Nearest Thousand Chapter Menu

  3. Number Patterns 1-1 Five-Minute Check Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Lesson 1 Menu

  4. Number Patterns 1-1 • I will find patterns in numbers. • pattern Lesson 1 MI/Vocab

  5. Number Patterns 1-1 Standard 3NS1.1Count, read, and write whole numbers to 10,000. Lesson 1 Standard

  6. Number Patterns 1-1 Identify the pattern in 8, 12, 16, 20, ___. What is the missing number? Since the second number is the first number plus 4; the third number is the second number plus 4; and the fourth number is the third number plus 4, I added 4 to the fifth number to get 24. Answer: 24 Lesson 1 Ex1

  7. Number Patterns 1-1 Identify the pattern in 6, 12, 18, 24, ___. What is the missing number? • Add 4; 28 • Add 7; 30 • Add 6; 30 • Add 6; 28 • A • B • C • D Lesson 1 CYP1

  8. Number Patterns 1-1 Adam rode his bike 2 miles on Monday, 4 miles on Tuesday, and 6 miles on Wednesday. If the pattern continues, how many miles will he ride on Thursday? Lesson 1 Ex2

  9. Number Patterns 1-1 8 Since the second number is the first number plus 2; the third number is the second number plus 2; I added 2 to the third number to get 8. Answer: 8 Lesson 1 Ex2

  10. Number Patterns 1-1 Maria delivered 3 pizzas on Monday, 6 pizzas on Tuesday, and 9 pizzas on Wednesday. If the pattern continues, how many pizzas will Maria deliver on Thursday? • 11 • 12 • 13 • 14 Lesson 1 CYP2

  11. Number Patterns 1-1 Identify the pattern in 100, 90, ___, 70, ___, 50. What are the missing numbers? Notice that 10 is subtracted from each number. Answer: The missing numbers are 80 and 60. Lesson 1 Ex3

  12. Number Patterns 1-1 Identify the pattern in 60, 55, ___, 45, ___, 35. What are the missing numbers? • Subtract 5; 50 and 40 • Subtract 10; 50 and 40 • Subtract 5; 45 and 30 • Subtract 10; 30 and 30 Lesson 1 CYP3

  13. End of Lesson 1

  14. Problem-Solving Strategy: Use the Four-Step Plan 1-2 Five-Minute Check (over Lesson 1-1) Main Idea California Standards Example 1: Problem-Solving Strategy Lesson 2 Menu

  15. Problem-Solving Strategy: Use the Four-Step Plan 1-2 • I will use the four-step plan to solve problems. Lesson 2 MI/Vocab

  16. Problem-Solving Strategy: Use the Four-Step Plan 1-2 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant and irrelevant information, sequencing and prioritizing information, and observing patterns. Lesson 2 Standard

  17. Problem-Solving Strategy: Use the Four-Step Plan 1-2 Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000. Lesson 2 Standard

  18. Problem-Solving Strategy: Use the Four-Step Plan 1-2 Daniela’s family went to a zoo. They learned that a roadrunner is 1 foot tall. An African elephant is 12 feet tall. How much taller is an African elephant than a roadrunner? Lesson 2 Ex1

  19. Problem-Solving Strategy: Use the Four-Step Plan 1-2 Understand What facts do you know? • The roadrunner is 1 foot tall. • The African elephant is 12 feet tall. What do you need to find? • Find how much taller an African elephant is than the roadrunner. Lesson 2 Ex1

  20. Problem-Solving Strategy: Use the Four-Step Plan 1-2 Plan To find out how much taller the African elephant is than the roadrunner, subtract. Lesson 2 Ex1

  21. Problem-Solving Strategy: Use the Four-Step Plan 1-2 Solve 12 1 – 1 1 Answer: So, the elephant is 11 feet taller than the roadrunner. Lesson 2 Ex1

  22. Problem-Solving Strategy: Use the Four-Step Plan 1-2 Check Since addition and subtraction are inverse operations, you can use addition to check subtraction. So, the answer is correct. Lesson 2 Ex1

  23. End of Lesson 2

  24. Place Value Through 1,000 1-3 Five-Minute Check (over Lesson 1-2) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Place Value Lesson 3 Menu

  25. Place Value Through 1,000 1-3 • I will read, write, and identify place value of whole numbers through thousands. • digit • place value • standard form • expanded form • word form Lesson 3 MI/Vocab/Standard 1

  26. Place Value Through 1,000 1-3 Standard 3NS1.3Identify place value for each digit in numbers to 10,000. Standard 3NS1.5Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6). Lesson 3 Standard

  27. Place Value Through 1,000 1-3 Identify the place value of the underlined digit in 2,657. Then write the value of the digit. Create a place value chart. 2 6 5 7 Answer: The underlined digit is 6. It is in the hundreds place, so its value is 600. Lesson 3 Ex1

  28. Place Value Through 1,000 1-3 What is the value of the underlined digit in the number 3,498? • 9 • 9,000 • 900 • 90 Lesson 3 CYP1

  29. Place Value Through 1,000 1-3 The length of the Golden Gate Bridge is 8,981 feet. Identify the place value of the underlined digit. Then write its value. Create a place value chart. 8 9 8 1 Answer: The underlined number, 8, is in the tens place, so it has a value of 80. Lesson 3 Ex2

  30. Place Value Through 1,000 1-3 What is the value of the underlined digit in the number 5,743? • 7 • 70 • 700 • 7,000 Lesson 3 CYP2

  31. Place Value Through 1,000 1-3 The length of one main cable on the Golden Gate Bridge is 7,650 feet. Write 7,650 three ways. Standard Form:7,650 Expanded Form: 7,000 + 600 + 50 Word Form:seven thousand six hundred fifty Lesson 3 Ex3

  32. Place Value Through 1,000 1-3 3,476 written in word form looks like which of the following? • A • B • C • D • three thousand four seven six • three four seventy six • three thousand four hundred seventy six • thirty four seventy six Lesson 3 CYP3

  33. End of Lesson 3

  34. Place Value Through 10,000 1-4 Five-Minute Check (over Lesson 1-3) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Lesson 4 Menu

  35. Place Value Through 10,000 1-4 • I will read, write, and identify place value of whole numbers through ten thousands. • period Lesson 4 MI/Vocab

  36. Place Value Through 10,000 1-4 Standard 3NS1.3Identify place value for each digit in numbers to 10,000. Standard 3NS1.5Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6). Lesson 4 Standard 1

  37. Place Value Through 10,000 1-4 Identify the place of the underlined digit in 54,062. Then write its value. Create a place value chart. 5 4 0 6 2 Answer: The underlined digit 5, is in the ten thousands place, so its value is 50,000. Lesson 4 Ex1

  38. Place Value Through 10,000 1-4 What is the value of the underlined digit in the number 64,582? • 400 • 4,000 • 40,000 • 4 Lesson 4 CYP1

  39. Place Value Through 10,000 1-4 Write the number 41,093 in three ways. Standard Form:41,093 Expanded Form:40,000 + 1,000 + 90 + 3 Word Form:forty-one thousand, ninety-three Lesson 4 Ex2

  40. Place Value Through 10,000 1-4 Which is a correct representation of the number 57,257 written in expanded form? • 57,000 + 257 • 50,000 + 7,000 + 200 + 50 + 7 • fifty seven thousand two hundred fifty seven • fifty seven and two fifty seven Lesson 4 CYP2

  41. Place Value Through 10,000 1-4 Refer to the chart below. Write the width of Saturn in expanded form. Answer: 70,000 + 2,000 + 300 + 60 + 8 = 72,368 Lesson 4 Ex3

  42. Place Value Through 10,000 1-4 Using the chart, write the width of Jupiter in expanded form. • 30,000 + 1,000 + 500 + 10 + 8 • 70,000 + 2,000 + 300 + 60 + 8 • 50,000 + 1,000 + 300 + 3 • 80,000 + 6,000 + 800 + 20 + 2 Lesson 4 CYP3

  43. End of Lesson 4

  44. Problem-Solving Investigation: Use the Four-Step Plan 1-5 Five-Minute Check (over Lesson 1-4) Main Idea California Standards Example 1: Problem-Solving Investigation Lesson 5 Menu

  45. Problem-Solving Investigation: Use the Four-Step Plan 1-5 • Use the four-step plan to solve a problem. Lesson 5 MI/Vocab

  46. Problem-Solving Investigation: Use the Four-Step Plan 1-5 Standard 3MR1.1Analyze problems by identifying relationships, distinguishing relevant and irrelevant information, sequencing and prioritizing information, and observing patterns. Lesson 5 Standard 1

  47. Problem-Solving Investigation: Use the Four-Step Plan 1-5 Standard 3NS2.1Find the sum or difference of two whole numbers between 0 and 10,000. Lesson 5 Standard 1

  48. Problem-Solving Investigation: Use the Four-Step Plan 1-5 DERRICK: My sister gave me drawing paper for my birthday. There were 32 sheets. I want to make it last 8 days. YOUR MISSION: To find how many sheets he can use each day. Lesson 5 Ex1

  49. Problem-Solving Investigation: Use the Four-Step Plan 1-5 Understand What facts do you know? • There are 32 sheets of paper. • Derrick wants it to last for 8 days. What do you need to find? • Find how many sheets he can use each day. Lesson 5 Ex1

  50. Problem-Solving Investigation: Use the Four-Step Plan 1-5 Plan You know the total number of sheets of paper and how many days they need to last. You can show this using counters. Lesson 5 Ex1

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