Patterns€¦ · “I love animals! I ... Chapter 2, Lesson 1C, 1D, 2A–2E (pp. 67–70, ... Emma...

2 Start Smart

Alyssa“My friends and I like to

ride our bikes. Sometimes we ride to the park to

play baseball.”

Carlos“I love animals! I have two

dogs and a hamster. Monkeys are my favorite

wild animals.”

Here are some characters you are going to meet throughout

the book.

Investigate Animations

Vocabulary

Math Songs

Multilingual eGlossary

Learn Personal Tutor

Virtual Manipulatives

Audio

Foldables

Practice Self-Check Practice

eGames

Worksheets

Assessment

connectED.mcgraw-hill.comcoonn

The Four-Step Plan. . . . . . . . . . . . . . . . . . . . . 4

Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Geometric Figures . . . . . . . . . . . . . . . . . . . . . . 8

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2 Start Smart

Begin the year with the lessons found in the Start Smart section. These lessons help students get ready for the coming year by reviewing and reinforcing skills and concepts they learned in second grade. The Start Smart lessons also prepare for skills and concepts students will need for success in third grade.

End-of-Year AssessmentAt the end of the year, use the End-of-Year Test to assess student comprehension of the skills and concepts presented in Grade 3.

Chapter Resource Masters End-of-Year Test

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Start Smart 3

Eva“My mom says I should

be an engineer when I grow up because I like

to build things.”

Jacob“I like to visit my grandma.

She helped me take the training wheels off my bike

when I was little.”

Jamie“I like to play

basketball. I am the captain of our team.”

Kendra“I like to go hiking. I taught my friend, Morgan, how to

skip rocks.”

Kim“Friends are the best!

I like to skateboard with my best friend, Jacob.”

Luke“I enjoy playing sports,

especially baseball. I play shortstop.”

Morgan“I enjoy hanging out with

my family. We spend most of our free time at

the swimming pool.”

Nate “Cooking is so much fun. My favorite foods to make are

pizza and spaghetti with meatballs.”meatballs.

Let’s Get Started!We’re going to review a little before we begin Chapter 1.

!!eee

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Start Smart 3


4 Start Smart

FPO Reinforcement of GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution.

Bar Diagram

RECESS Mrs. Landeg’s third grade class had a four-square tournament during recess. Four students played on each court. If there were 5 courts, how many students played at the same time?

Understand • A total of 4 students played on each court. • There were 5 courts.

Plan Use a bar diagram to find how many students

played at the same time.

4 students

Court 1 Court 2 Court 3 Court 4 Court 5

4 students 4 students 4 students 4 students

? students in all

Math, Math, Everywhere! A four-square court can measure as little as 16 feet or as much as 24 feet on each side.

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Lesson Planner

Options for Review

Concept Review Options

Repeated Addition and Multiplication

Grade 2, Chapter 15, Lesson 1C, 1D (pp. 597–600)

The Four-Step Plan

ObjectiveUse the steps in the four-step plan and bar diagrams to solve problems that involve repeated addition.

Get ConnectED

INTRODUCE1Activate Prior Knowledge• Review bar diagrams with students. Remind students

that a bar diagram:

— can help them organize information that is given in a word problem.

— can be used to help them solve many, but not all word problems.

— is a way to visually represent a word problem.

— can be used when they know the part(s) and are looking for the whole.

— can be used when they know the whole and are looking for the part(s).

• Write the following word problem on the board:

Brea spent $5. Camila spent 3 times as much money. How much did Camila spend? $15

• Next, guide students in creating a bar diagram to organize the information given in the word problem. A bar diagram can help students find the total amount Camila spent. Brea’s amount is represented by the top bar. Since Camila spent 3 times as much, show Brea’s amount 3 times to represent Camila’s spending.

$5

$5 $5 $5

dollars in all

Brea’s spending

Camila’s spending

• What repeated addition sentence can be used to find the total amount Camila spent? $5 + $5 + $5 = $15

$15

Reinforcement of GLE 0206.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution.


Lesson 1 Start Smart 5

Solve Use a bar diagram to solve the problem.

4 students

Court 1

4 students

Court 2

4 students

Court 3

4 students

Court 4

4 students

Court 5

? students in all

20 students

Use repeated addition to find the total number of students.

4 + 4 + 4 + 4 + 4 = 20 students

So, 20 students played four-square at the same time.

Check • Does your answer make sense? • If not, solve the problem another way.

Use the four-step plan and a bar diagram to solve each problem. See Example 1

1. Rob, Nina, and Megan each have 5 stickers. How many stickers do they have in all? 15 stickers

5 stickers 5 stickers 5 stickers

Rob Nina Megan

? stickers in all

2. Yoko bought 2 tickets for the musical. Each ticket cost $7. How much did she spend altogether?

$7

Ticket 1

$7

Ticket 2

? $ spent altogether

3. E WRITE MATH Write a real-world problem about a game you like to play during recess. Then ask a classmate to solve. Sample answer: There are 3 basketball teams. Each team has 6 players. How many players in all? 6 + 6 + 6 = 18 players

h f l d b d l h bl

$14

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TEACH2The Four-Step Plan

Understand This step involves reading the problem carefully and then determining what facts are known and what the problem is asking.

Plan Have students use the facts they know to create a bar diagram and choose the operation needed to solve the problem.

Solve Guide students in using the bar diagram and repeated addition to solve the problem.

Check Have students look back at the problem to make sure the answer makes sense given the facts. Review the bar diagram. Ask students to describe how they used the bar diagram to organize the information they knew and what they needed to find.

Using the ExercisesExercises 1 and 2 Before completing the exercises, make sure students understand what each bar diagram shows. Have students describe each diagram, and ask students what operation they need to do in order to solve.

E WRITE MATH Have students work in pairs when writing their real-world problems. Invite students to share their problems and solutions with the class. Ask volunteers to draw bar diagrams they can use to solve each problem.

ASSESS3• Write the following word problem on the board:

Tiffany buys 3 packages of socks. Each package has 6 socks. How many socks did she buy in all? 18 socks

• Have students work in pairs to create a bar diagram to solve the problem. Then have students share their solutions with classmates.

• Point out that it is fine if some of the bar diagrams look different from others as long as the correct answer is found.

Working Backward BL

• Draw a bar diagram on the board and label it with words and numbers.

• Tell students you lost the word problem that goes with the bar diagram and you want them to write a new one. Ask volunteers to share their problems with the class.


6 Start Smart

FPO Reinforcement of GLE 0206.3.1 Develop pattern recognition.

Skip Counting

MONEY Kevin is saving his allowance. He gets $5 a week. How much money will he have after 6 weeks?

Each week Kevin has $5 more than the week before.

The pattern shows that 5 is added to the number that came before.

You can add 5 or count by 5s.

$5, $10, $15, $20, $25, $30

So, Kevin will have $30 after 6 weeks.

Kevin’s SavingsWeek Total Saved

1 $5

2 $10

3 $15

4 $20

5 $25

6 �

Skip Counting Savings Do you get a weekly allowance?

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Lesson Planner

Options for Review


Algebra and Patterns Grade 2, Chapter 2, Lesson 1C, 1D, 2A–2E (pp. 67–70, 83–92)

Patterns

ObjectiveExtend number patterns by skip counting, adding, and subtracting.

Get ConnectED

INTRODUCE1Activate Prior KnowledgeReview skip counting with students.• As a class, skip count forward and backward by 2s,

5s, and 10s. If you notice students struggling with skip counting backward, provide them with a hundred chart.

• Write the following pattern of numbers on the board: 5, 7, 9, 11, 13. Say the numbers aloud. What am I skip counting by? 2s

• Repeat the activity with various patterns of numbers. Remind students that skip counting is another way of adding the same number over and over.

• Write a pattern containing seven numbers that shows skip counting by 5s? Sample answer: 30, 35, 40, 45, 50, 55, 60

TEACH2• Show students that making a table is one way to

organize the information given in a real-world example.

• Explain to students that there is more than one way to solve the problem. They can add 5 or count by 5s.

• How much money did Kevin have the third week? $15

• Since the third week is halfway to the sixth week, show students how to double the third week amount, $15, to get the sixth week amount, $30.

Reinforcement of GLE 0206.3.1 Develop pattern recognition.



Identify a pattern. See Example 1 1–4. Sample answers given.

1. 13, 16, 19, 22, 25

3. 74, 78, 82, 86, 90 Skip count by 4s; add 4

2. 92, 86, 80, 74, 68 Subtract 6

4. 61, 66, 71, 76, 81 Skip count by 5s; add 5

Identify a pattern. Find the missing number. See Example 1

5. 12, 16, 20, 24, � add 4; 28

7. 25, 28, 31, �, 37 add 3; 34

9. 88, 68, 48, 28, � subtract 20; 8

11. A crab has 10 legs. What is the total number of legs for 5 crabs? 50 legs

Crab LegsNumber of Crabs Total Legs

1 10

2 20

3 30

4 40

5 �

13. Emma bought a lock for her locker at the gym. She sees a pattern in the numbers on the lock. If the pattern continues, what would be the next number? 40

15. This week, Kimi is going to pack her lunch for school every other day starting Monday. Is she going to pack her lunch on Thursday? Explain. No; She is packing her lunch Mon., Wed., and Fri.

6. 50, �, 40, 35, 30 subtract 5; 45

8. 41, 49, �, 65, 73 add 8; 57

10. 32, 37, 42, �, 52 add 5; 47

12. Justin made bows to put on his 6 kites. He put 4 bows on each kite. How many bows did Justin make?

14. Lyn plans to walk 3 miles every week. How many total miles will Lyn have walked in week 5?

Lyn’s Walking Chart Weeks Total Miles

1 3

2 6

3 9

4 12

5 �

16. E WRITE MATH Buses arrive at the bus stop at 7:00, 7:30, 8:00, and 8:30. Tell what time the next bus will arrive if the pattern continues. Describe the pattern. 9:00; The bus arrives every half hour.

d f S

Skip count by 3s; add 3

24 bows

15 miles

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Using the ExercisesExercises 1–4 Students identify a pattern.

Exercises 5–10 Students identify a pattern and then use the pattern to find the missing number.

Exercises 11 and 14 Have students copy and complete the tables to solve each problem.

Exercises 12–13 Have students use patterns to solve each problem. You may wish to have students use a table.

Exercise 15 Show students how they can draw a picture of a calendar week in order to solve. Explain that drawing a picture can be a fast and easy way to solve and check work.

E WRITE MATH Have students complete the Write Math Exercise in their Math Journals. You may choose to use this exercise as an optional formative assessment. Give students a student clock to work with if they are having trouble describing the pattern.

ASSESS3Have students write a pattern of seven numbers. Then, ask students to use words to describe their pattern.

Skip Counting in the Real World BL

• Have students make a list of times when it is helpful to skip count in real-life situations.

• Ask students to choose one of the situations on their list and create a word problem for a partner to solve.


8 Start Smart

FPO Reinforcement of GLE 0206.4.1 Recognize, classify, and transform 2- and 3-dimensional geometric figures.

FRUIT Sonia noticed that her blueberries and sandwich are three-dimensional figures. What three-dimensional figures are the blueberries and sandwich?

A blueberry’s shape is a sphere.

A sandwich’s shape is a rectangular prism.

Three-Dimensional Figures

A three-dimensional figure is a solid figure that has length, width, and height.

Figures Everywhere! Two- and three-dimensional figures can be found everywhere in our world.

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Lesson Planner

Options for Review


Geometric Figures andSpatial Reasoning

Grade 2, Chapter 10, Lesson 1A and 2A (pp. 399 and 400, 409 and 410)

Geometric Figures

ObjectiveIdentify and describe two- and three-dimensional figures.

Get ConnectED

INTRODUCE1Activate Prior Knowledge • Use a common classroom object, such as book, to show

that a three-dimensional figure has length, width, and height.

• Point to a face, edge, and vertex on the object in order to review these terms.

• Have students choose a different three-dimensional classroom object. Ask students to identify and describe the shape of the figure.

TEACH2• Compare a rectangle with a classroom object that has

shape of a rectangular prism.

• Show students that a face of the rectangular prism is a rectangle. The faces make up the rectangular prism.

• Show that the three-dimensional object has length, width, and height, and the rectangle only has length and width.

Reinforcement of GLE 0206.4.1 Recognize, classify, and transform 2- and 3-dimensional geometric figures.



Identify each three-dimensional figure. See Example 1

1. 2. 3.

cylinder or cube cone or rectangular prism pyramid or cone

4. 5. 6.

sphere or pyramid cube or cone cube or sphere

Copy and complete the table. See Example 2

Figure7. 8. 9. 10.

Name rectangle hexagon circle pentagonSides 4 6 0 5

11. E WRITE MATH How is a square different from a cube? How are they alike? Sample answer: A cube is a three-dimensional figure. It is a solid. A square is a two-dimensional figure; it is a plane figure. They are alike because a cube has square faces.

d f h h d l f

cylinder rectangular prism cone

pyramid cube sphere

A two-dimensional figure is a plane figure that has length and width.

Two-Dimensional Figures

Identify and describe the figures below.

This figure is a square. This figure is a triangle.A square has 4 sides. A triangle has 3 sides.

So, a square and a triangle are examples of two-dimensional figures.

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Using the ExercisesExercises 7–10 It may be helpful to give students grid paper to use for making the table. After they complete the table, have students order the figures from least sides to most sides.

E WRITE MATH Give each student a cube geometric solid or a classroom object in the shape of a cube. Then have students draw a square. Have students decide how the cube and square are alike and different. Ask volunteers to compare other sets of two- and three-dimensional figures in small groups or in front of the class.

ASSESS3• Give students a short list of three- and two-dimensional

figures. Have students find a classroom object to match each figure.

• Ask students to draw a picture of the classroom object, and write the name of the figure next to it.

Color by Shape BL

• Have students trace pattern blocks in order to make a picture. Have students assign a color to each shape and draw a key at the bottom of the page. For example, triangles = green, squares = yellow, and hexagons = orange.

• Have students exchange pictures with a classmate to color. Make sure each student understands the key before coloring.


Patterns€¦ · “I love animals! I ... Chapter 2, Lesson 1C, 1D, 2A–2E (pp. 67–70, ... Emma...

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