Issuu

Level

Lighthouse

Math

Mastering Bright Ideas ™

Basic Edition Teacher’s Guide

Lighthouse Math Level C Teacher’s Guide 718.285.7100 • info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com

Math Basic

Edition

Teacher’s Guide

C H A P T E R

In Chapter 1 we will learn about

Addition and Subtraction When two or more numbers are put together, we can use addition to find the total. When a number is taken away from another number, we can use subtraction to find what is left. • We will practice adding and subtracting. • We will learn rules of addition and subtraction. • We will learn how to add 3 numbers. • We will use addition to check subtraction. • We will use subtraction to check addition.

Lesson Goal

1 - 1 | Addition Facts Through 18

Add two numbers to find the sum. Students see that two parts make one whole.

LE T’S LE A RN When we add, we put two parts together to make a whole. The answer that we get is called the sum.

Teach It

Kayla has 6 blocks.

Her sister gives her 8 more.

Board: Write: 6 + 8 = __ How many blocks does she have in all? To find how many blocks she has in all, we add 6 and 8 .

Show: Show 6 cubes. Add 8 more cubes.

6 part

Say: "The numbers are parts. Together they make the whole."

Say: "The sum is 14." Try: Try 9 + 4 together before students work.

8 part

14 whole

6 part 8 part 14 whole

Kayla has 14 blocks in all.

sum

T RY I T TOGE THER Add. © Lighthouse Curriculum. Copying strictly prohibited.

Show: Count on from 8 to 14. Write 14.

6 2 8

9 1 10

6 3 9

14.

13.

4 3 7

3 2 5

4 6 10

15.

7 3 10

5 3 8

10.

6 4 10

16.

7 1 8

7 2 9

11.

3 6 9

17.

5 2 7

2 2 4

12.

5 4 9

18.

8 2 10

5 5 10

4 5 9

Teacher Notes Write the problem 6 + 5 on the board and read it aloud together. Show students different ways they can solve it. Counting on: Start at 6 and count 5 numbers (7, 8, 9, 10, 11). Doubles: We know that 5 + 5 is 10, so 6 + 5 is 11. Making ten: If we start with 6, we need 4 more to make 10. When we take away 4 from 5, we are left with 1. We now have 10 + 1 which is 11. Continue practicing with other problems through 18, encouraging students to use and explain a strategy.

Level C

| Chapter 1 - 1

| Lighthouse M AT H

Game Part 1: Materials + Setup Target Sum Race Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Put target cards 10-18 face down. Give pairs number cards and cubes.

Turn over one target. That is the number students try to hit.

Students may test two cards with cubes before writing.

Practical Story

1-1 Name

Say: "Our class is going on a trip. One bus has 7 students and the other bus has 8 students. The teacher needs one total number for the office."

Add. 1.

16 2 18

6 5 11

17 1 18

14.

13.

6 3 9

9 6 15

13 4 17

15.

8 2 10

7 2 9

10.

11 7 18

16.

13 2 15

12 6 18

11.

5 8 13

17.

9 7 16

5 5 10

12.

7 7 14

18.

7 4 11

6 9 15

10 8 18

19. 9 + 9 = 18

20. 8 + 2 = 10

21. 6 + 3 = 9

22. 3 + 9 = 12

23. 9 + 4 = 13

24. 4 + 7 = 11

25. 7 + 7 = 14

26. 3 + 4 = 7

27. 8 + 7 = 15

28. 3 + 8 = 11

29. 9 + 6 = 15

30. 2 + 4 = 6

31. 2 + 7 = 9

32. 8 + 4 = 12

33. 9 + 2 = 11

34. 8 + 8 = 16

Ask: What are the two parts? What is the total number of students going?

Quick Check

Read the problem. Find the answer. 35. Ben rode his bike 3 miles to get to school. He then rode 5 miles to his friend’s house. How many miles did Ben ride all together?

36. Mickey put away 12 books before lunch and 6 books after lunch. How many books did Mickey put away all together?

8 miles

18 books

CH A LLENG E

Complete the number sentence.

Level C

Ask for the two parts and the whole before students answer. Use 6 + 8 = __ or one similar problem. Check that they count on or use a known fact.

9 + 6 + 3 = 18

| Chapter 1 - 1

| Lighthouse M ATH

Game Part 2: Directions Target Sum Race Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Partners draw two cards and add them.

If the sum hits the target, they call 'Target!' and score 2.

If not, they say how far away they were and try again.

Lesson Goal

1 - 2 | Commutative Property of Addition

Switch the order of the addends. The sum stays the same.

LE T’S LE A RN We can add in any order. We can switch the order of the numbers to make adding easier.

Teach It

David has 2 stickers in his book and gets 9 more.

Board: Write: 2 + 9 = __ and 9 + 2 = __ Show: Build 2 counters and 9 counters. Then switch the two groups.

Try: Ask which order is faster to count.

9 + 2 = 11 David and William both have 11 stickers.

T RY I T TOGE THER © Lighthouse Curriculum. Copying strictly prohibited.

Say: "The sum stays the same."

2 + 9 = 11

Say: "These are the same two parts. We only changed the order." Show: Solve both facts. Circle both sums.

William has 9 stickers in his book and gets 2 more.

Add in any order. 1.

6+2= 8

3+2= 5

2+6= 8

2+3= 5

5. 8 + 2 = 10

6. 5 + 2 = 7

2 + 8 = 10

2+5= 7

4+3= 7

4. 7 + 3 = 10

3+4= 7

3 + 7 = 10

5+3= 8

8. 4 + 5 = 9

3+5= 8

5+4= 9

Teacher Notes Write 3 + 9 on the board. As a class, count up 4, 5, 6, 7, 8, 9, 10, 11, 12. Now tell students to add in the other order. Start with 9 and add 3. Count up 10, 11, 12. Tell students that we get the same answer when we add in a different order. Discuss which order was easier/faster and why.

Level C

| Chapter 1 - 2

| Lighthouse MAT H

Game Part 1: Materials + Setup Switch Challenge Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Give each pair two number cards and one Switch card.

Student A writes a fact. Student B must write the switch fact.

Use a 5-second countdown to make the round exciting.

Practical Story

1-2 Name

Say: "At dismissal, 3 students are already in the van and 9 students walk over. The driver may count 3 then 9, or 9 then 3."

Find each sum. Add in any order. 1.

6 9 15

5 9 14

9 6 15

14.

13.

4 5 9

8 6 14

5 4 9

15.

4 7 11

4 9 13

10.

7 4 11

16.

2 7 9

3 4 7

11.

7 2 9

17.

3 6 9

6 7 13

12.

6 3 9

18.

5 7 12

6 9 15

7 5 12

19. 6 + 6 = 12

20. 6 + 5 = 11

21. 5 + 5 = 10

22. 2 + 7 = 9

23. 9 + 6 = 15

24. 4 + 7 = 11

25. 8 + 4 = 12

26. 5 + 2 = 7

27. 6 + 7 = 13

28. 3 + 3 = 6

29. 8 + 8 = 16

30. 4 + 8 = 12

31. 4 + 3 = 7

32. 7 + 2 =

33. 8 + 9 = 17

34. 2 + 4 = 6

35. 4 + 6 = 10

36. 2 + 9 = 11

37. 4 + 9 = 13

38. 3 + 7 = 10

Ask: Does the total change? Which way is faster to count?

Quick Check

39. Helen picked 5 flowers from the front yard and then 6 from the backyard. How many flowers did she pick?

40. Tim found 12 marbles under the bed and 6 marbles under the table. How many marbles did he find?

11 flowers

18 marbles

Add the numbers that make ten. Then find the total sum.

CH A LLENG E

1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 45

Level C

| Chapter 1 - 2

1+9 2+8 3+7 4+6 +5

Read the problem. Find the answer.

Write the same addends in both orders. Check that students notice the order changes, but the sum stays the same.

= 45

| Lighthouse M AT H

Game Part 2: Directions Switch Challenge Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

When teacher says 'Switch!', partners flip the order and solve.

If both sums match, they keep the cards.

Win by collecting 5 pairs and saying: same parts, same sum.

Lesson Goal

1 - 3 | Three Addends

Add three numbers by choosing an easy pair first.

LE T’S LE A RN When you add 3 or more numbers, you can choose which numbers to add first. You can pick the order of the numbers that makes adding easiest.

Teach It Board: Write: 9 + 4 + 1 = __

9 4 + 1 14

Show: Ask students to look for two numbers that are easy to add.

Try: Let students circle the first pair before solving.

9 + 5 14

9 4 + 1 14

10 4 14

Add in any order. 1.

Say: "Choose the easiest two numbers first."

9 4 + 1 14

T RY I T TOGE THER

Say: "I see 9 and 1. They make 10. I will add them first." Show: Circle 9 and 1. Write 10 + 4 = 14.

13 + 1 14

13.

9 1 + 5 15

3 1 + 8 12

9 9 + 1 19

14.

3 6 + 8 17

4 4 + 5 13

9 4 + 9 22

15.

4 5 + 5 14

10 3 + 1 14

10.

2 6 + 5 13

16.

2 5 2 9

9 3 + 3 15

9 8 + 2 19

1 1 5 7

11.

5 9 + 4 18

12.

5 6 + 6 17

3 5 3 11

17.

6 3 2 11

18.

9 3 + 4 16

Teacher Notes Write 4 + 4 + 6 on the board. Tell students that we can choose which two numbers to add first. Ask students why some people might find it easiest to add the 4 and 4 first. Ask students why some people would find it easiest to add the 4 and 6 first. Continue with other examples of 3 addend problems. For each problem, ask students which numbers were easiest for them to add first and why.

Level C

| Chapter 1 - 3

| Lighthouse MAT H

Game Part 1: Materials + Setup Make-10 Hunt Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Place number cards face down and give each pair a marker.

Tell students the hunt is to find the easiest pair first.

They must circle the first pair before solving.

Practical Story

1-3 Name

Say: "For a class siyum, one table brings 2 plates, another brings 8 plates, and another brings 4 plates. You want the total quickly."

Add in any order. 1.

2 8 + 2 12

4 2 + 9 15

3 3 + 7 13

4 5 + 6 15

8 4 + 1 13

7 3 + 7 17

6 6 + 2 14

6 5 + 5 16

5 8 + 1 14

10.

6 3 + 1 10

11.

1 9 + 2 12

12.

3 3 5 11

9 6 + 3 18

14.

2 2 5 9

15.

15 3 + 1 19

16.

5 13 + 1 19

17.

11 5 + 1 17

18.

13.

Ask: Which two tables should we count together first to make it easy?

1 2 5 8

Quick Check

Add in any order. 19. 10 + 1 + 3 = 14

20. 3 + 1 + 7 = 11

21. 2 + 1 + 7 = 10

22. 1 + 2 + 5 = 8

23. 8 + 4 + 7 = 19

24. 2 + 5 + 2 = 9

25. Mike buys 2 apples, 4 bananas, and 8 oranges. How many pieces of fruit does he buy?

26. Donald baked 6 brownies, 6 cookies, and 6 cupcakes. How many did he bake in all?

14 pieces of fruit

18 baked goods

Solve. Explain the order you used to solve it.

CH A LLENG E

Read the problem. Find the answer.

Ask students which two numbers they would add first. Check that they can explain their grouping before finding the total.

13 + 11 + 9 = 33 Answers may vary; Possible answer: 11 and 9 make 20.

Level C

| Chapter 1 - 3

| Lighthouse M AT H

Game Part 2: Directions Make-10 Hunt Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Partners draw three cards and place them in any order.

They race to find the best first pair, then add the third card.

Score 2 for making 10 first, or 1 for another smart pair.

Lesson Goal

1 - 4 | Subtraction Facts Through 18

Subtract to find what is left or to compare two amounts.

LE T’S LE A RN When we subtract, we take one number away from another to find how many are left or how far apart the numbers are. The answer is called the difference.

Teach It

Victor grew a cucumber that is 15 inches long.

Board: Write: 15 - 8 = __

Abe grew a cucumber that is 8 inches long. 0

Show: Build 15 counters. Take away 8 counters.

2 3 4 5 6

15 − 8 = whole part

7 part

−

15 whole 8 part 7 part

Victor’s cucumber is 7 inches longer.

difference

Show: Count the counters that remain. Write 7.

T RY I T TOGE THER Find the differences. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Also show counting up from 8 to 15.

8 9 10 11 12 13 14 15 16 17 18

To find the difference, we subtract 8 from 15 .

Say: "Subtraction can mean take away."

Say: "The difference is 7."

How much longer is Victor’s cucumber?

9 5 4

−

14 1 13

−

15 9 6

14.

−

13.

14 5 9

−

10 6 4

−

18 6 12

15.

−

17 3 14

−

11 8 3

10.

−

14 9 5

16.

−

8 6 2

−

18 5 13

11.

−

13 4 9

17.

−

19 3 16

−

12 3 9

12.

−

16 7 9

18.

−

12 4 8

−

17 7 10

−

16 9 7

Teacher Notes Write 14 - 5 on the board. Draw 14 circles and cross off 5. Help students count to find 9 as the difference. Then, show students how to use a number line to find the difference. Start at 5 and count up until 14. The answer is 9 because you count 9 numbers.

Level C

| Chapter 1 - 4

| Lighthouse M ATH

Game Part 1: Materials + Setup Seat Saver Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make seat cards 12-18 and passenger cards 1-9.

Tell students the bus needs to know open seats fast.

Give pairs counters so they can build the seats.

Practical Story

1-4 Name

Say: "The school bus has 18 seats. Eleven students are already sitting. The teacher needs to know how many seats are still open."

Find the difference. 1.

8 2 6

−

14 2 12

−

10 5 5

14.

−

13.

6 1 5

−

18 5 13

−

11 6 5

15.

−

18 2 16

−

8 5 3

10.

−

15 3 12

16.

−

17 7 10

−

15 7 8

11.

−

5 2 3

17.

−

9 6 3

−

15 3 12

12.

−

10 9 1

18.

−

14 5 9

−

17 4 13

−

9 4 5

Ask: Are we adding, or finding what is left? What number do we subtract?

Complete each number sentence. 19. 10 − 5 = 5

20. 16 − 6 = 10

21. 18 − 4 = 14

22. 8 − 3 = 5

23. 19 − 7 = 12

24. 10 − 4 = 6

25. 13 − 5 = 8

26. 11 − 9 = 2

27. 16 − 8 = 8

28. 12 − 8 = 4

29. 14 − 5 = 9

30. 13 − 8 = 5

31. 14 − 8 = 6

32. 6 − 4 = 2

33. 4 − 3 =

34. 5 − 4 =

Read the problem. Find the answer. 35. Eli found 12 leaves. 4 blew away. How many does he have left?

36. Jamie has 6 stickers. Paul has 11 stickers. How many more stickers does Paul have than Jamie?

8 leaves

5 more stickers

Ben and Josh each have 9 cookies. Ben ate 3 cookies, and Josh ate 5. Who has more cookies left? How many more does he have than his friend?

CH A LLENG E

Level C

| Chapter 1 - 4

Quick Check Ask what total they start with and what part is taken away. Use 15 - 8 = __ or one similar problem. Check that the leftover part matches the fact.

9 - 3 = 6; 9 - 5 = 4; 6 - 4 = 2. Ben has 2 more cookies than Josh

| Lighthouse MATH

Game Part 2: Directions Seat Saver Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Draw one seat card and one passenger card.

Build the seats, take away passengers, and call open seats.

First correct pair parks the bus and scores a point.

Lesson Goal

1 - 5 | Adding or Subtracting Zero

Adding zero or subtracting zero does not change the number.

LE T’S LE A RN Adding or subtracting zero does not change a number.

Teach It

One section has 9 toys.

Board: Write: 9 + 0 = __ and 9 - 0 = __

Say: "Zero means none. If we add none, the number stays the same."

One section has 9 toys.

No toys are moved to the other section.

There are still 9 toys in the first section.

−

Try: Ask: Did anything change? Why not?

Altogether, there are 9 toys.

Show: Show 9 counters. Add none. Take away none.

Show: Mix zero facts with regular facts.

The other section has no toys.

T RY I T TOGE THER Solve. 1.

8 0 8

0 11 11

16 0 16

12 0 12

8 0 8

−

4 0 4

10.

0 + 17 17

7 0 7

11.

−

19 0 19

−

15 0 15

12.

−

14 0 14

0 + 23 23

Teacher Notes Write 12 + 0 on the board. Ask students what the sum is and how they know. Students should explain that the sum is 12 because adding zero does not change the number. Next write 12 - 0 on the board. Have students tell you that subtracting zero also does not change a number. Write 183,952 + 0 on the board. Explain to students that these problems are easy to solve because adding or subtracting zero does not change the number.

Level C

| Chapter 1 - 5

| Lighthouse MAT H

Game Part 1: Materials + Setup Zero Zap Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make zero cards and trick cards, such as 8 - 8.

Set two zones: no change and changed.

Tell students zero is trying to trick the class.

Practical Story

1-5 Name

Say: "The class has 16 workbooks on Monday. No new workbooks come in, and none are given away. The office asks how many workbooks are still there."

Solve. 16 7 9

0 + 18 18

10 4 6

14.

−

13. −

8 5 13

18 9 9

−

12 7 5

15.

−

11 2 9

−

14 6 8

10.

−

3 8 11

16.

19 0 19

−

15 9 6

11.

−

6 4 2

17.

−

8 2 6

−

8 3 5

12.

−

6 0 6

18.

5 5 10

3 5 8

−

9 4 5

19. 11 + 0 = 11

20. 9 + 0 = 9

21. 12 − 8 = 4

22. 15 − 6 = 9

23. 11 − 6 = 5

24. 15 − 13 = 2

25. 7 + 3 = 10

26. 7 + 13 = 20

27. 8 − 0 = 8

28. 3 + 17 = 20

29. 1 + 18 = 19

30. 12 − 7 = 5

31. 20 + 0 = 20

32. 10 − 0 = 10

33. 15 + 5 = 20

34. 2 − 0 = 2

35. 12 − 2 = 10

36. 2 + 12 = 14

37. 3 + 16 = 19

38. 9 − 5 = 4

39. 8 + 4 = 12

40. 14 − 7 = 7

41. 18 + 2 = 20

42. 16 − 1 = 15

Ask: What does no new and none given away mean in math?

Quick Check

Read the problem. Find the answer. 43. Anna sees 14 fish swim by in the aquarium. Then, no more fish swim by. How many fish does Anna see?

44. Eddie collected 17 rocks on Tuesday. On Wednesday, he did not collect any rocks. How many rocks does Eddie have?

14 fish

CH A LLENG E

17 rocks

Fill in the missing number.

Level C

Give one addition-with-zero and one subtraction-with-zero fact. Check that students say why the number does not change.

24 − 24 = 0

| Chapter 1 - 5

| Lighthouse M AT H

Game Part 2: Directions Zero Zap Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student flips a card and taps the correct zone.

The student solves the card to prove the choice.

Score only if the student explains: zero means none.

Lesson Goal

1 - 6 | Adding and Subtracting as Opposite Operations

Use addition to check subtraction and subtraction to check addition.

LE T’S LE A RN Addition and subtraction are opposites.

Teach It

We can check addition with subtraction.

We can check subtraction with addition.

Board: Write: 14 - 6 = 8 Show: Label 14 as the whole. Label 6 and 8 as parts.

15 − 7

6 15 is the right answer.

7 8 is the right answer.

T RY I T TOGE THER

Show: Check by writing 8 + 6 = 14.

Add. Check by subtracting. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Students check one answer with a partner.

−

Say: "Addition and subtraction undo each other."

Say: "The check brings us back to the whole."

9 6

5 6 11

11 −

7 + 9 16

6 5

−

4 7 11

−

7 4

7 + 8 15

−

Subtract. Check by adding. 5.

12 − 5 7

7 +

5 12

15 − 7 8

7 15

18 − 9 9

9 18

8. −

11 3 8

Teacher Notes Write 14 - 6 = 8 on the board. Explain that addition and subtraction are opposites and that means that we can use addition to check subtraction. Write 8 + 6 = 14. Continue to explain that we can also use subtraction to check addition. Demonstrate by writing 5 + 7 = 12 and then writing 12 - 7 = 5. Review which numbers are parts and which are wholes by pointing to each number and asking students to call out “part” or “whole.”

Level C

| Chapter 1 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Fact Family Lock Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Give partners three related numbers, such as 6, 8, and 14.

Draw a lock with four blanks on each board.

Largest number is the whole; smaller numbers are parts.

3 11

Practical Story

1-6 Name

Say: "A teacher counted 14 books. Six were put away. The student writes that 8 are left. Before telling the teacher, the student wants to check the count."

Ask: How can addition prove the subtraction answer is correct?

Add. Check by subtracting. 1.

6 + 6 12

8 + 6 14

−

10 + 9 19

6 6 14

−

5 + 9 14

6 8

−

9 10 14

−

6 + 7 13

6 3 9

−

7 6 9

−

3 6

9 + 8 17 8 + 8 16

−

8 9 16

−

Subtract. Check by adding. 19 − 4 15

13. −

10 5 5

10.

17 − 7 10

4 19 5

14.

−

18 11 7

11.

7 17 7

12 − 9 3

15.

−

17 9 8

12.

−

12 8

9 7

16. −

11 8 3 15 3 12

8 11

3 15

Read the problem. Find the answer. Check your work. 17. Sam has a pack of 14 pens. He loses 8 of them. How many pens does he have left?

18. Benny has $5. He gets paid another $7. How much money does he have now?

14 - 8 = 6 pens 6 + 8 = 14

5 + 7 = $12 12 - 7 = 5

CH A LLENG E

A fact family is a group of 2 addition sentences and 2 subtraction sentences that have the same 3 numbers. Write the fact family for the numbers 4, 5, and 9.

Level C

| Chapter 1 - 6

Quick Check

Have students solve, then check with the opposite operation. Listen for them to connect the same three numbers in both facts.

4 + 5 = 9; 5 + 4 = 9; 9 - 4 = 5; 9-5=4

| Lighthouse M AT H

Game Part 2: Directions Fact Family Lock Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Students write two addition facts and two subtraction facts.

They read all four facts to 'open the lock'.

Teacher asks: which fact checks the subtraction?

Lesson Goal

1 - 7 | Chapter Review

Review addition, subtraction, three addends, zero facts, and checking answers.

LE T’S R EVI EW Adding

Adding 3 Numbers

Add in any order.

Choose which numbers to add first.

Teach It 3+6=9

Board: Write one example of each skill.

2 5 5

Adding or Subtracting Zero

Checking Addition and Subtraction

The number doesn’t change when you add or subtract zero.

Subtract to check addition. Add to check subtraction.

Say: "First look at the sign. Then choose the strategy."

4 0 4

−

4 0 4

8 −

5 8

T RY I T TOGE THER © Lighthouse Curriculum. Copying strictly prohibited.

Try: Use the word problems as the main check.

Show: Before solving, ask students to name the skill.

Show: Circle the easiest pair in three-addend problems.

6+3=9

2 5 5

Solve. 1.

16 2 18

2 7 9

1 9 + 3 13

14.

13.

16 2 14

−

4 3 7

6 4 + 7 17

15.

Level C

6 3 3

−

9 0 9

10.

3 5 + 8 16

16.

| Chapter 1 - 7

8 2 10

0 4 4

11.

7 6 + 4 17

17.

13 2 11

−

8 6 2

12.

−

9 4 + 2 15

18.

| Lighthouse M AT H

Game Part 1: Materials + Setup Skill Mystery Relay Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make four signs: add, subtract, three addends, and zero.

Place mixed cards face down as mystery cards.

Put one sample card under each sign.

7 2 9

2 6 8

8 1 + 3 12

Practical Story

1-7 Name

Say: "A teacher is packing supplies for a trip. Some questions ask for a total, some ask what is left, and some ask how many more are needed."

Solve. 7 2 9

13 2 11

−

1 6 7

14.

1 7 3 11

7 7 + 3 17

13.

19. +

25.

8 2 10

4 4 8

9 3 6

−

5 9 14

15.

20.

3 2 + 8 13

26.

4 3 + 8 15

0 2 2

18 5 13

10.

−

10 6 4

16.

−

21.

2 4 + 7 13

27.

6 5 + 4 15

6 0 6

8 1 7

11.

−

14 4 10

12.

−

4 8 12

17.

5 7 12

18.

22.

1 2 + 9 12

23.

7 3 + 5 15

24.

9 2 + 4 15

28.

1 4 + 9 14

29.

5 3 + 9 17

30.

3 2 4 9

16 2 18

−

5 2 3

−

10 1 9

Ask: How do we decide which operation fits before solving?

Quick Check

Read the problem. Find the answer. Check your work. 31. Ann counts 11 red grapes and 6 green grapes. How many grapes does Ann count altogether?

32. Dennis collects 8 rocks from the front yard and 3 rocks from the backyard. How many rocks does he collect?

17 grapes

11 rocks

33. Judy makes 4 chocolate cupcakes, 6 vanilla cupcakes, and 2 strawberry cupcakes. How many cupcakes does she make in all?

34. Max has 7 toys. Sam has 13 toys. How many more toys does Sam have than Max?

12 cupcakes

6 more toys

Level C

| Chapter 1 - 7

| Lighthouse M ATH

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

Game Part 2: Directions Skill Mystery Relay Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student flips one mystery card and names the skill.

The student sorts it, solves it, and says the strategy.

Team scores only when both the skill and answer are correct.

1 - 8 | Cumulative Review

Solve. 1.

4 4 8

5 3 8

14.

−

11 4 7

20.

−

2 1 1

26.

8 3 11

8 + 8 16

32.

12 − 5 7

38.

6 3 3

44.

49.

14 − 6 8

55.

12 − 4 8

13.

19.

25.

31.

37.

43. −

9 3 6

4 + 6 10

9 5 4

15.

8 + 2 10

21.

27.

−

9 4 5

33.

7 1 8

9 + 7 16

39.

4 1 3

45.

50.

16 − 9 7

56.

15 − 8 7

−

8 1 9

10.

8 3 11

9 + 9 18

16.

11 5 6

22.

5 + 5 10

28.

34.

1 5 6

40.

−

9 1 8 10 6 4

46.

−

51.

1 + 9 10

57.

3 6 9

−

Level C

| Chapter 1 - 8

−

8 6 2

7 + 6 13

11.

3 2 5

3 3 6

12.

13 − 8 5

4 7 11

17.

7 + 7 14

18.

10 − 8 2

8 + 8 16

23.

24.

7 4 11

14 − 8 6

5 + 8 13

29.

30.

7 2 9

10 − 3 7

35. +

9 2 11

36.

−

6 5 1

13 − 4 9

41.

16 − 8 8

42.

1 7 8

4 1 5

14 5 9

47.

8 2 6

48.

−

3 2 1

52.

8 + 4 12

53.

4 + 8 12

54.

9 + 6 15

58.

11 + 5 16

59.

3 + 7 10

60.

6 2 8

| Lighthouse MATH

−

7 4 3

1-8 Name

Add. 1.

8 + 5 13

8 + 7 15

1 1 2

8 + 4 12

3 2 5

14.

4 + 8 12

15.

1 7 3 11

20.

3 2 + 8 13

15 − 8 7

26.

32.

−

6 2 4

38.

−

6 1 5

13. +

19. +

4 2 6

5 6 11

1 8 9

3 3 6

6 + 9 15

10.

8 + 6 14

11.

7 + 9 16

12.

1 + 9 10

1 2 3

16.

8 + 2 10

17.

9 2 11

18.

7 + 7 14

21.

2 4 + 7 13

22.

1 2 + 9 12

23.

7 3 + 5 15

24.

9 2 + 4 15

9 3 6

27.

17 − 8 9

28.

10 − 5 5

29.

30.

−

5 1 4

−

4 3 1

10 − 6 4

33.

13 − 5 8

34.

3 1 2

35.

36.

−

9 5 4

−

3 2 1

15 − 6 9

39.

16 − 8 8

40.

14 − 6 8

41.

42.

−

8 4 4

25.

31.

37.

−

Level C

| Chapter 1 - 8

−

| Lighthouse MATH

Subtract.

10 − 4 6

2 C H A P T E R

In Chapter 2 we will learn about

Numbers and Place Value Place value helps us understand and compare numbers. We can find patterns in numbers when counting. • We will learn about ones, tens, hundreds, and thousands. • We will understand each place value as being 10 times greater than the one to the right of it. • We will practice skip counting. • We will compare numbers. • We will round numbers.

Lesson Goal

2 - 1 | Tens and Ones

Build two-digit numbers with tens and ones. Students see that tens count by 10 and ones count by 1.

LE T’S LE A RN These are base-ten blocks. We can use them to show numbers. Count the rods by ten and unit blocks by one.

Teach It

Board: Write: 3 tens 2 ones = __

Show: Show 3 ten rods and 2 one blocks.

+ 2

Write each number. 1.

Say: "The tens make the big part. The ones finish the number."

This is one.

T RY I T TOGE THER

Say: "A ten rod is 10. Three tens are 30." Show: Add the 2 ones. Write 30 + 2 = 32.

3 tens and 2 ones thirty-two

This is ten.

8 tens = 80

7 ones = 7 4.

3 tens 6 ones = 36

Try: Read 4 tens 5 ones together.

4 tens = 40

tens 4 ones = 14

4 tens 2 ones = 42

Teacher Notes Distribute base-ten blocks. Have students line up 10 unit blocks next to a tens rod and discuss. Show how to make 32 with rods. Pull out 3 rods and count, “10, 20, 30.” Add two unit blocks and say, “31, 32.” Tell students to take out 5 tens and 6 ones. Have students count by tens and then ones to determine the number it shows. Continue to practice with other numbers.

Level C

| Chapter 2 - 1

| Lighthouse MAT H

Game Part 1: Materials + Setup Build It Dash Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Give each pair ten rods, one blocks, and number cards.

Put two-digit cards face down as building orders.

Students must build the number before they say it.

Practical Story

2-1 Name

Say: "The office has pencils in boxes of 10 and loose pencils. There are 4 boxes and 6 loose pencils. The secretary needs the total."

Write each number. 1.

Ask: What are the tens? What are the ones? What number do they make?

Write each number. 5. 7 tens 8 ones 78

6. 3 tens 2 ones 32

2 tens 0 ones 20

8. 1 ten 9 ones 19

9. 8 tens 8 ones 88

10. 4 tens 6 ones 46

11. 6 tens 8 ones 68

12. 7 tens 1 one 71

13. 6 tens 2 ones 62

14. 5 tens 4 ones 54

15. 0 tens 9 ones 9

16. 9 tens 5 ones 95

17. 0 tens 5 ones 5

18. 7 tens 2 ones 72

19. eighty 80

20. eleven 11

21. thirty-four 34

22. forty-one 41

23. thirteen 13

24. seventy-two 72

25. ninety-six 96

26. twenty 20

27. five 5

28. eighteen 18

29. fifty-three 53

30. sixty-five 65

Quick Check

4. 3 tens 8 ones 38

Write the number.

Show one two-digit number and ask how many tens and ones it has. Check that students build the number with tens before ones.

4 tens 23 ones 63

CH A LLENG E 36

Level C

| Chapter 2 - 1

6 tens 80 ones 140

| Lighthouse M AT H

Game Part 2: Directions Build It Dash Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one order card for the class.

Pairs build the tens and ones as fast as they can.

First correct pair reads it and scores a builder point.

Lesson Goal

2 - 2 | Hundreds

Build three-digit numbers with hundreds, tens, and ones.

LE T’S LE A RN We can use a hundreds flat to show bigger numbers. It is equal to 100 ones or 10 tens.

Teach It

Hundreds

Tens

Ones

Board: Write: 2 hundreds 4 tens 6 ones = __

100

Show: Show 2 flats, 4 rods, and 6 ones. Say: "A hundred flat is 100. Two hundreds are 200."

Say: "Each digit has a place: hundreds, tens, ones." Try: Build 305 and point out the zero tens.

124

T RY I T TOGE THER Write each number. 1.

Show: Write 246 in a place-value chart.

1 hundred, 2 tens, 4 ones one hundred twenty-four

Hundreds

3 3.

hundreds

Hundreds

Tens

tens

Ones

Tens

Ones

1 hundreds 5 tens 7 ones = 157

ones = 345

Tens

Hundreds

Ones

6 hundreds 4 tens 0 ones = 640

Hundreds

Tens

Ones

7 hundreds 0 tens 1 ones = 701

Teacher Notes Introduce the hundreds flat. Hold up 10 rods and count by tens to show that it is equal to 100. Tell students that if we counted 100 unit blocks, we’d also get 100. Give students 1 hundreds flat, 2 tens, and 4 ones. Count the hundreds flat “100,” the tens rods “110, 120,” and the unit blocks “121, 122, 123, 124.” Next, pass out 4 hundreds flats, 5 tens rods, and 2 unit blocks and have students determine the number they show. Continue to practice with other numbers.

Level C

| Chapter 2 - 2

| Lighthouse M AT H

Game Part 1: Materials + Setup Hundred Builder Dash Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Give each team flats, rods, ones, and a small board.

Make clue cards with hundreds, tens, and ones.

Tell students each clue is an order to build.

Practical Story

2-2 Name

Say: "The library packs books in boxes of 100, stacks of 10, and single books. If there are 3 boxes, 5 stacks, and 2 single books, we can count them quickly."

Write each number. 1.

Hundreds

Tens

Ones

Hundreds

285

Tens

Ones

600

Write each number. 3 hundreds, 0 tens, 8 ones 308

4. 7 hundreds, 2 tens, 3 ones 723

5. 8 hundreds, 2 tens, 7 ones 827

6. 2 hundreds, 8 tens, 4 ones 284

3 hundreds, 0 tens, 6 ones 306

Ask: Which digit shows hundreds? Which digit shows tens?

8. 9 hundreds, 7 tens, 1 one 971

9. 7 hundreds, 4 tens, 0 ones 740

10. 4 hundreds, 0 tens, 9 ones 409

11. four hundred five 405

12. two hundred 200

13. seven hundred eleven 711

14. one hundred nine 109

15. three hundred forty-two 342

16. eight hundred eighty-eight 888

17. nine hundred sixty 960

18. five hundred thirteen 513

19. six hundred twenty-seven 627

20. three hundred ninety-one 391

Quick Check

Write the number.

CH A LLENG E

Show one three-digit number and ask for hundreds, tens, and ones. Check that students read the hundreds place correctly.

5 hundreds, 15 tens, 13 ones 663 116

Level C

| Chapter 2 - 2

5 hundreds, 27 tens, 45 ones 815

| Lighthouse MAT H

Game Part 2: Directions Hundred Builder Dash Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one clue card and start the round.

Teams build the number and write the digits.

First correct team ships the order and scores a point.

Lesson Goal

2 - 3 | Thousands

Read and write numbers to the thousands place.

LE T’S LE A RN

Teach It

Ten hundreds make one thousand. When we write numbers in the thousands, we use a comma (,) to separate the thousands place.

Board: Write: 3,421 Thousands

Hundreds

Tens

Ones

6,000

200

+ 30 +

Show: Draw a chart: thousands, hundreds, tens, ones. Say: "Each digit has a place and a value."

6,231

Write each number in the place value chart. 1.

Try: Write 5,206 in the chart together.

T RY I T TOGE THER

Show: Read the number: three thousand, four hundred twenty-one. Say: "Zero can hold a place when there are none."

6 thousands, 2 hundreds, 3 tens, 1 one Six thousand, two hundred thirty-one

five thousand, three hundred twenty-seven

Thousands

Hundreds

Tens

Ones

one thousand, nine hundred fifty-seven

Thousands

Hundreds

Tens

Ones

four thousand, forty-four

Thousands

Hundreds

Tens

Ones

Teacher Notes Begin by telling students that 10 hundreds equals 1 thousand. Ask students how many tens and ones make 1 thousand. Draw an empty place value chart on the board. As a class, fill in the ones, tens, and hundreds columns. Show students that after the hundreds comes thousands, but first we need to write a comma. Using a colored marker, write digits in the chart and practice reading the numbers. Make sure to practice numbers with the digit 0 in the middle.

Level C

| Chapter 2 - 3

| Lighthouse M AT H

Game Part 1: Materials + Setup Thousands Treasure Code Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Give teams a place-value chart and digit cards 0-9.

Put number-word and digit-clue cards face down.

Tell students each correct number unlocks treasure.

Practical Story

2-3 Name

Say: "A school campaign counts tickets in packs of 1,000, packs of 100, packs of 10, and single tickets. The chart helps the class report the number correctly."

Write each number.

Thousands

Hundreds

Tens

Ones

Thousands

Hundreds

Tens

Ones

Thousands

Hundreds

Tens

Ones

9,007

3,330

5,835

4. eight thousand

8,000

5. four thousand

4,000

6. nine thousand, four hundred twenty-two

9,422

3,647

three thousand, six hundred forty-seven

8. one thousand, one hundred eleven

1,111

9. six thousand, three hundred five

6,305

10. eight thousand, ninety

8,090

11. five thousand, nine hundred

5,900

12. two thousand, thirty-four

2,034

13. seven thousand, two

7,002

CH A LLENG E

Write each number in words.

Level C

4,004

four thousand, four

5,502

five thousand, five hundred two

| Chapter 2 - 3

Ask: Why do we need every place, even when one place has zero?

Quick Check

| Lighthouse MAT H

Show one four-digit number and ask for thousands, hundreds, tens, and ones. Check that students do not skip the zero places.

Game Part 2: Directions Thousands Treasure Code Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one code card for the teams.

Teams build the number with digit cards in the chart.

First team to read the number correctly earns a treasure point.

Lesson Goal

2 - 4 | Place Value

Name the value of a digit by looking at its place.

LE T’S LE A RN

The digit 2 is in the thousands place. Its value is 2,000.

Say: "The digit is 3, but its value is 30 because it is in the tens place."

The digit 3 is in the tens place. Its value is 30.

ON ES

T RY I T TOGE THER

Show: Write: 3 tens = 30.

Answer the questions about the number. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Ask for the value of 7 in 7,150.

TEN S

2,036

Show: Point to the tens place in the chart.

Say: "First find the place. Then name the value."

THO USA ND S

The place of the digit in the number tells us its value, or how much it’s worth.

Board: Write: 2,036. Underline the 3.

HU ND RED S

Teach It

Digits are the numbers 0 - 9. The number, 2,036 has 4 digits. We can put each digit in a place value chart.

1,824 What is its value?

1,000

What is its value?

800

What is its value?

Which digit is in the thousands place?

Which digit is in the hundreds place?

Which digit is in the tens place?

4. Which digit is in the ones place?

1 8

Teacher Notes Draw a place value chart on the board with the number 2,036. Use a different color to write the 3. Show students that 3 is in the tens place in the chart. When 3 is in the tens place, its worth or value is 30. If the 3 were in a different place, it would have a different value. Using the colored marker and an eraser, switch the 3 and the 0. Show students that now the 3 is in the hundreds place, so its value is 300. Discuss with students which is bigger and how they know.

Level C

| Chapter 2 - 4

| Lighthouse M AT H

Game Part 1: Materials + Setup Digit Detective Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Write three- and four-digit numbers on cards.

Give each team a detective score card.

Choose a secret place: ones, tens, hundreds, or thousands.

Practical Story

2-4 Name

Say: "A class is counting raffle tickets. In 2,476, the 4 does not mean 4 tickets. It is in the hundreds place, so it means 400 tickets."

Find the digit. 1.

712

Which digit is in the tens place?

7,150

Which digit is in the thousands place?

Which digit is in the tens place? 5

396

Which digit is in the hundreds place?

Which digit is in the ones place?

3,059

Which digit is in the ones place?

5,482

Which digit is in the thousands place?

Which digit is in the hundreds place?

Which digit is in the thousands place?

Which digit is in the ones place?

Ask: Why is the place of the digit important?

Quick Check

9,004

What is the value of the digit 9? 9,000

What is the value of the digit 4?

5,963

What is the value of the digit 9?

900

What is the value of the digit 6?

4,562

What is the value of the digit 4? 4,000

What is the value of the digit 6?

What is the value of the digit 9?

What is the value of the digit 5?

10.

654

What is the value of the digit 4?

What is the value of the digit 6?

600

What is the number?

5,000 + 700 + 20 + 3 =

CH A LLENG E

9,000 + 60 + 7 =

Level C

| Chapter 2 - 4

Write the value of each digit.

Point to one digit and ask for its value, not just its name. Check that students connect the digit to tens, hundreds, or thousands.

5,723

9,067

| Lighthouse MAT H

Game Part 2: Directions Digit Detective Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a number card and call the secret place.

Teams point to the digit and say its value.

A correct value earns a clue. Five clues solve the case.

Lesson Goal

2 - 5 | Counting to 999

Count forward through two- and three-digit numbers, especially across 99 and 100.

LE T’S LE A RN Numbers are counted in order. Every number is one more than the last.

Teach It

What number comes after 698? 699

Board: Write: 97, 98, 99, __, __

What number comes after 699? 700 What number comes after 700? 701

Show: Count aloud and write 100, 101. Say: "After 99, the next number is 100."

T RY I T TOGE THER

Show: Show another change: 198, 199, 200.

Try: Count from 506 to 512 together.

Fill in the missing numbers.

Say: "When the ones and tens are full, the next hundred begins."

After counting the digit 9 in any place, that place changes to 0, and the place to the left goes up by 1.

16 ,

17 ,

18 ,

19 , 20

15,

97, 98 , 99 , 100 , 101 , 102

4. 76, 77 , 78 , 79 , 80 , 81

5. 587, 588 , 589 , 590 , 591 , 592

6. 952, 953 , 954 , 955 , 956 , 957

498, 499 , 500 , 501 , 502 , 503

8. 396, 397 , 398 , 399 , 400 , 401

9. 244, 245 , 246 , 247 , 248 , 249

10. 789, 790 , 791 , 792 , 793 , 794

11. 699, 700 , 701 , 702 , 703 , 704

12. 897, 898 , 899 , 900 , 901 , 902

13. 318, 319 , 320 , 321 , 322 , 323

14. 548, 549 , 550 , 551 , 552 , 553

41, 42 , 43 , 44 , 45 , 46

Teacher Notes Start by counting together out loud as class from 60. When you get to 69, 70, 71, and 72, pause and ask students what number comes next before counting the next number. Repeat the activity with the following numbers. Start at 97 and pause after 99, 100, 101, and 102. Start at 250 and pause after 259, 260, 261, and 262. Start at 380 and pause after 399, 400, 401, and 402. Explain that the digits go up to 9 and then start again at 0 with the next place increasing by 1.

Level C

| Chapter 2 - 5

| Lighthouse MAT H

Game Part 1: Materials + Setup Number Ladder Race Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Draw a short ladder with 5 blank rungs.

Make start cards near tricky spots, like 98 or 299.

Tell teams they climb by counting one number at a time.

Practical Story

2-5 Name

Say: "The class is giving out ticket numbers at a fair. After ticket 99, the next student gets ticket 100. The count must stay in order."

Write the number that comes after. 87 88

49 50

56 57

4. 38 39

5. 99 100

6. 121 122

455 456

8. 897 898

9. 900 901

10. 507 508

11. 609 610

12. 799 800

13. 657 658

14. 369 370

15. 880 881

16. 205 206

17. 500 501

18. 619 620

19. 899 900

20. 489 490

49 50

25. 70 71

Ask: What happens after 99? What happens after 199?

Write the number that comes before. 45 46

22.

14 15

23.

26. 99 100

27.

117 118

28. 105 106

29. 568 569

30. 236 237

31. 259 260

32. 508 509

33. 299 300

34. 479 480

35. 660 661

36. 501 502

37. 789 790

38. 400 401

39. 458 459

40. 998 999

78 79

24.

Quick Check

21.

Ordinal numbers tell you the position of things in a list. Write the ordinal number that comes after each number. seventh

CH A LLENG E

eighth

twenty-second twenty-third

ninety-ninth one hundredth

sixtieth

eighty-third eighty-fourth

forty-fifth

three hundred sixty-seventh

Level C

| Chapter 2 - 5

sixty-first

Ask students for the next three numbers in the count. Check that they cross tens or hundreds without skipping or repeating.

forty-sixth

three hundred sixty-eighth

| Lighthouse M ATH

Game Part 2: Directions Number Ladder Race Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a start card. Teams fill the ladder in order.

Crossing a new hundred correctly earns a bonus point.

A wrong rung sends the team back one step.

Lesson Goal

2 - 6 | Skip Counting

Skip count by 2s, 5s, and 10s to count faster.

LE T’S LE A RN

Teach It

When we skip count, we don’t say every number.

Board: Write: 24, __, __, __ by 2s

Skip counting by twos:

2, 4, 6, 8, 10, 12 , 14 52, 54, 56, 58 , 60

Show: Count 24, 26, 28, 30. Say: "Skip counting means we add the same jump each time."

Skip counting by hundreds:

100, 200, 300, 400 115, 215, 315, 415 , 515

Skip count by two. Write the next numbers. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Count by 5s from 65 together.

Skip counting by tens:

10, 20, 30, 40, 50 , 60 74, 84, 94, 104, 114 , 124

T RY I T TOGE THER

Show: Show jumps of 5 and jumps of 10 on a number line. Say: "The jump size tells us what number comes next."

Skip counting by fives:

5, 10, 15, 20, 25 , 30 435, 440, 445, 450

2, 4, 6 , 8 , 10 , 12

14, 16, 18 , 20 , 22

42, 44, 46 , 48 , 50

Skip count by five. Write the next numbers. 4. 5, 10, 15 , 20 , 25 , 30

5. 35, 40, 45 , 50 , 55

6. 80, 85, 90 , 95 , 100

Skip count by ten. Write the next numbers. 7.

10, 20, 30 , 40 , 50

8. 120, 130, 140, 150, 160

9. 400, 410, 420, 430, 440

Skip count by one hundred. Write the next numbers. 10. 100, 200, 300, 400, 500

11. 550, 650, 750, 850, 950

12. 25, 125, 225, 325, 425

Teacher Notes Skip count by 2 as a class, whispering the numbers that are not said: whisper 1, count 2, whisper 3, count 4. Skip count by 5 as a class. Help students notice that every other number ends in 5 or 0. Skip count by 10 as a class. Help students notice how the tens place goes up by 1 each time. Skip count by 100 as a class. Help students notice how the hundreds place goes up by 1 each time.

Level C

| Chapter 2 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Skip-Step Path Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Draw a path with spaces on the board.

Make jump cards: by 2, by 5, and by 10.

Give each team a token to move on the path.

Practical Story

2-6 Name

Say: "A teacher has books stacked in piles of 5. Instead of counting every book one by one, they can count 5, 10, 15, 20."

Skip count by two. Write the next numbers. 1.

78, 80 , 82 , 84 , 86

4. 130, 132, 134, 136 , 138

56, 58 , 60 , 62 , 64

5. 526, 528, 530, 532, 534

90, 92 , 94 , 96 , 98

6. 840, 842, 844, 846, 848

Ask: When is skip counting faster than counting by ones?

Skip count by five. Write the next numbers. 65, 70 , 75 , 80 , 85

8. 45, 50 , 55 , 60 , 65

9. 20, 25 , 30 , 35 , 40

10. 625, 630, 635, 640, 645

11. 865, 870, 875, 880, 885

12. 440, 445, 450, 455, 460

Quick Check Skip count by ten. Write the next numbers. 14. 140, 150, 160, 170, 180

15. 360, 370, 380, 390, 400

16. 36, 46, 56, 66 , 76

17. 59, 69 , 79 , 89 , 99

18. 347, 357, 367, 377 , 387

13. 80, 90 , 100 , 110 , 120

Skip count by one hundred. Write the next numbers. 19. 325, 425 , 525 , 625

20. 256, 356 , 456 , 556

21. 499, 599 , 699 , 799

7, 9, 11, 13 , 15 , 17

Skip count by two.

Start a skip-counting pattern and pause before the next number. Check that students can say the rule and continue the pattern.

91, 93, 95 , 97 , 99 , 101

CH A LLENG E

545, 547, 549, 551 , 553, 555

Level C

| Chapter 2 - 6

| Lighthouse M ATH

Game Part 2: Directions Skip-Step Path Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a jump card and give the starting number.

Teams say the next number to move one space.

First team to reach the end wins the path.

Lesson Goal

2 - 7 | Comparing and Ordering

Compare numbers with >, <, or = and order numbers by place value.

LE T’S LE A RN JAR A 573 BEANS

Jar A has 573 beans. Jar B has 578 beans. Which jar has less?

Teach It Board: Write: 356 __ 365 Show: Compare hundreds first. They are the same.

Line up the place values.

Compare the hundreds.

Compare the tens.

Compare the ones.

573 578

same

3 is less than 8

Hundreds

Tens

Ones

Say: "Start with the largest place. Move right only if you need to."

Say: "356 is less than 365." Try: Order 56, 51, and 65 from least to greatest.

same

Write > for more than. Write < for less than.

573 < 578

Jar A has less beans.

T RY I T TOGE THER © Lighthouse Curriculum. Copying strictly prohibited.

Show: Compare tens. 5 tens is less than 6 tens.

JAR B 578 BEANS

Write > for more than. Write < for less than. 1.

Hundreds

Tens

Ones

Hundreds

Tens

Ones

329 <

843 > 743

371

Teacher Notes Review the signs for showing more (greater) than (>) and less than (<). Explain that when we compare numbers, we start with the biggest place value. In 573 and 578, this is the hundreds. The digits are the same, so we move to the tens. The digits are the same, so we move to the ones. Next, ask students to compare 178 and 95. Have students notice that there is no digit in the hundreds place in 95, while 178 has a 1 in the hundreds place. So, 178 is larger.

Level C

| Chapter 2 - 7

| Lighthouse M AT H

Game Part 1: Materials + Setup Number Showdown Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Give pairs number cards and >, <, = sign cards.

Make a scoreboard for correct comparisons.

Remind students to compare from the largest place.

Practical Story

2-7 Name

Write > for more than. Write < for less than. 1.

56 > 54

115

values. Start comparing the largest place . Then, move to the smaller place values

97 > 87

219

4. 580 > 490

6. 789 <

987

111 >

5. 843 >

752

8. 100 <

591

762

11. 630 <

910

9. 805 < 850

10. 742 <

12. 113 <

13. 491 > 483

119

Say: "Two classes collected cans for a drive. One class has 356 cans and one has 365 cans. The principal needs to know which class has more."

14. 608 < 620

Ask: Which place should we compare first?

Write the numbers in order from smallest (least) to biggest (greatest). 16. 41, 14, 40

17. 15, 50, 5

14 , 40 , 41

51 , 56 , 65 18. 857, 858, 856

19. 321, 323, 322

856 , 857 , 858

20. 888, 886, 880

321 , 322 , 323

21. 102, 902, 702

880 , 886 , 888

22. 430, 429, 431

102 , 702 , 902

Quick Check

, 15 , 50

23. 100, 102, 104

429 , 430 , 431

100 , 102 , 104 © Lighthouse Curriculum. Copying strictly prohibited.

15. 56, 51, 65

Use the table to answer the questions. Visitors to Central Park Monday

987

Tuesday

905

Wednesday

897

Thursday

950

Which day had the most visitors? Monday

CH A LLENG E

Level C

Give two numbers and ask which place to compare first. Check that students start with the greatest place value.

Which day had the least visitors? Wednesday

| Chapter 2 - 7

| Lighthouse MAT H

Game Part 2: Directions Number Showdown Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Two students reveal number cards at the same time.

Partners place the correct comparison sign.

They score only if they explain the place they compared.

Lesson Goal

2 - 8 | Rounding to the Nearest Ten

Round a number to the nearest ten by seeing which ten is closer.

LE T’S LE A RN Numbers that end in 0 are easier to do math with. When we skip count by ten, we get numbers that end in 0. We can round to find the nearest ten.

Teach It Board: Write: Round 38 to the nearest ten.

Round 53 to the nearest ten. What two tens is 53 between? 50 and 60 Which ten is it closer to? 50

Show: Draw a number line from 30 to 40 and mark 38.

53 rounds to 50.

If the ones digit is 5, the number is halfway between two tens. We round up to the higher ten.

Say: "38 is closer to 40 than to 30."

Say: "Five or more, round up. Four or less, round down." Try: Round 62 to the nearest ten together.

T RY I T TOGE THER Circle the tens. © Lighthouse Curriculum. Copying strictly prohibited.

Show: Circle the ones digit. 8 tells us to round up.

1. 2. 3. 4.

19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74

75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 Teacher Notes Skip count by tens out loud as class. Explain that these numbers are called tens. Discuss why they are easier to work with when we do math. Rounding to the nearest ten means to find the tens number that is closest. Guide students in finding the number on the number line, finding the two tens it is between, and the ten it is closer to.

Level C

| Chapter 2 - 8

| Lighthouse MAT H

Game Part 1: Materials + Setup Round-Up Rescue Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make number cards from 10 to 99.

Write the nearest tens on the board as rescue spots.

Tell teams each number must be rescued to the closest ten.

Practical Story

2-8 Name

Say: "The office asks about how many snack bags are ready. If the class has 38 bags, the teacher can say about 40 bags."

Use the number lines on the previous page to round to the nearest ten. 1.

Round 38 to the nearest ten.

Round 74 to the nearest ten.

a. Find 38 on the number line.

a. Find 74 on the number line.

b. Which two tens is it between? 30 and 40

b. What two tens is it between? 70 and 80

c. Which ten is it closer to? 40

c. Which ten is it closer to? 70

Ask: Why is an estimate useful when we only need a quick answer?

Round each number to the nearest ten. 88 90

4. 74 70

5. 62 60

6. 58 60

13 10

8. 6 10

If the ones digit is 0, 1, 2, 3, or 4, we round down. The tens digit stays the same. The ones become 0.

If the ones digit is 5, 6, 7, 8, or 9, we round up. The tens digit goes up by 1. The ones become 0.

Example: 43 → 40

Quick Check

Example: 45 → 50

9. 56 60

10. 97 100

11. 55 60

12. 7 10

13. 31 30

14. 66 70

15. 96 100

16. 18 20

17. 22 20

18. 52 50

19. 89 90

20. 12 10

21. 43 40

22. 65 70

23. 23 20

24. 37 40

25. 51 50

26. 92 90

27. 78 80

28. 16 20

CH A LLENG E

Isaac was asked to list all of the numbers that round to 50. He listed the numbers 45, 46, 47, 48, 49. Do you agree with Isaac’s list? Explain why you agree or disagree.

Ask students to name the two nearest tens and circle the ones digit. Check that they can say whether to round up or down.

No; 50, 51, 52, 53, and 54 also round to 50.

Level C

| Chapter 2 - 8

| Lighthouse M ATH

Game Part 2: Directions Round-Up Rescue Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one number card for the class.

Teams choose the closest ten and say why.

A correct rescue earns a point; a 5 or more gets a cheer.

Lesson Goal

2 - 9 | Rounding to the Nearest Hundred

Round a number to the nearest hundred by finding the closer hundred.

LE T’S LE A RN Numbers that end in 0 are easier to do math with. When we skip count by hundreds, we get numbers that end in two zeros. We can round to find the nearest hundred.

Teach It

Round 654 to the nearest hundred.

Board: Write: Round 360 to the nearest hundred.

600

630

640

650

660

670

680

690

700

654 is between 600 and 700. It is closer to 700. If the tens digit is 5, round up to the higher hundred.

654 rounds to 700.

T RY I T TOGE THER

Say: "360 is closer to 400 than to 300."

Circle the hundreds. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "When rounding to hundreds, look at the tens digit."

620

654

Show: Show 360 between 300 and 400 on a number line.

Show: Circle the tens digit. 6 tells us to round up.

610

2. 3. 4.

Try: Round 742 to the nearest hundred together.

291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311

99 100 101 102 103 104 105 106 107 108 109 110

111

112 113 114 115 116

800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820

450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650

Teacher Notes Skip count by hundreds as a class. Explain that rounding to the nearest hundred means to find the hundred that is closest. Tell students that number lines do not always have a tick mark for every number. Help students imagine where exactly the number would be placed. Guide students in approximating the number on the number line, finding the two hundreds it is between, and the hundred it is closer to.

Level C

| Chapter 2 - 9

| Lighthouse MAT H

Game Part 1: Materials + Setup Hundred Harbor Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Write harbor cards: 100, 200, 300, and more.

Make ship cards with three-digit numbers.

Tell students each ship must sail to the closest hundred.

Practical Story

2-9 Name

Say: "A class collected 268 cans. When the principal asks for a quick report, the teacher can say about 300 cans."

Use the number line to round to the nearest hundred.

100

200

300

400

500

600

Round 220 to the nearest hundred.

700

800

900

Round 387 to the nearest hundred.

a. Find 220 on the number line.

a. Find 387 on the number line.

b. What two hundreds is it between? 200 and 300

b. What two hundreds is it between? 300 and 400

c. Which hundred is it closer to? 200

c. Which hundred is it closer to? 400

Ask: Which hundreds is 268 between? Which one is closer?

Quick Check

Round each number to the nearest hundred. 788 800

4. 643 600 If the tens digit is 5, 6, 7, 8, or 9, we round up. The hundreds digit goes up by 1. The tens and ones become 0. Example: 678 → 700

5. 125 100

6. 656 700

If the tens digit is 0, 1, 2, 3, or 4, we round down. The hundreds digit stays the same. The tens and ones become 0.

888 900

8. 342 300

Example: 342 → 300

9. 744 700

10. 460 500

11. 506 500

12. 790 800

13. 869 900

14. 634 600

15. 692 700

16. 441 400

17. 172 200

18. 381 400

19. 119 100

20. 278 300

CH A LLENG E

Round the number to the nearest hundred.

1,260 1,300

8,109 8,100

3,380 3,400

5,369 5,400

| Chapter 2 - 9

| Lighthouse M ATH

Level C

Ask students to name the two nearest hundreds and circle the tens digit. Check that they can say whether to round up or down.

Game Part 2: Directions Hundred Harbor Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one ship card.

Teams choose the nearest hundred harbor and explain.

Correct teams deliver the cargo and score a point.

Lesson Goal

2 - 10 | Chapter Review

Review place value, counting patterns, comparing numbers, and rounding.

LE T’S R EVI EW

Show: Before solving, ask students to name the skill.

Show: Use a chart for place value and a number line for rounding. Try: Have students explain the strategy before the answer.

Say: "First look at what the question is asking."

Board: Write one example for each skill.

ON ES

When we count in order, each number is one more than the last.

TEN S

Digits are the numbers 0-9. The place of a digit in a number gives it a worth or value. HU ND RED S

Counting

THO USA ND S

Teach It

Place Value

496, 497, 498, 499, 500, 501, 502

Comparing Numbers

Rounding to the Nearest 10 or 100

Compare the digits in the highest place value. If they are the same, move right until they are different and compare.

Find the two tens or hundreds the number is between. Then, find the ten or hundred it is closer to.

Hundreds

Tens

Ones

same

7>2

518 is between 500 and 600. It is closer to 500. 518 rounds to 500.

T RY I T TOGE THER Write > for more than. Write < for less than. 1.

56 > 54

4. 115 <

219

105

106

6. 843

752

5. 580 > 490

Teacher Notes Review each of the concepts taught in the chapter. Pay attention to areas where students are still having difficulty and reinforce those areas.

Level C

| Chapter 2 - 10

| Lighthouse MAT H

Game Part 1: Materials + Setup Place Value Quest Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make four stations: build, count, compare, and round.

Place mystery cards at each station.

Teams need one correct card from every station.

Practical Story

2 - 10 Name

Say: "A teacher is checking supplies for a trip. Some numbers must be counted exactly, some compared, and some rounded for a quick report."

Write the number. 34

3 tens and 4 ones

8 hundreds, 9 tens, 6 ones

5. seventy-eight 7.

2. 896

6 tens

405

4. 4 hundreds, 5 ones

6. eight hundred eleven

six thousand, two hundred 6,200

811

Ask: How do we decide which place-value skill fits the problem?

8. five thousand, four hundred thirteen 5,413

Write the number that comes next. 9. 47 48

10. 99 100

11. 101 102

12. 235 236

13. 489 490

14. 716 717

15. 599 600

16. 809 810

Quick Check

17. 56 60

18. 21 20

19. 18 20

20. 48 50

21. 45 50

22. 93 90

23. 78 80

24. 25 30

Round each number to the nearest ten.

Round each number to the nearest hundred. 25. 158 200

26. 852 900

27. 203 200

28. 741 700

29. 369 400

30. 499 500

31. 777 800

32. 385 400

Level C

| Chapter 2 - 10

| Lighthouse M ATH

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

Game Part 2: Directions Place Value Quest Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student picks a station card and names the skill.

The student solves it and says the strategy.

Team finishes the quest when all four stations are complete.

2 - 11 | Cumulative Review

Solve. 1.

6 + 6 12

3 4 7

14.

4 3 7

20.

−

9 1 8

26.

1 6 7

5 + 7 12

32.

38.

3 6 9 5 2 7

44.

9 + 1 10

50.

3 3 6

56.

13.

19.

25.

31.

37.

43.

49.

55. +

−

6 4 2

8 3 11

13 − 5 8

15.

7 + 8 15

21.

2 4 6

27.

4 + 8 12

33.

39.

−

5 4 1 8 1 7

45.

−

9 + 7 16

51.

7 2 5

57.

−

16 − 8 8

8 + 6 14

7 + 5 12

10.

16.

−

7 1 6

−

6 5 1

11.

−

9 2 7

−

3 1 2

22.

28.

4 1 5

34.

−

9 8 1

6 + 4 10

40.

4 7 11

46.

16 − 9 7

52.

4 2 6

58.

Level C

| Chapter 2 - 11

−

8 5 3

13 − 6 7

12.

−

11 9 2

5 1 6

17.

14 − 7 7

18.

12 − 4 8

13 − 9 4

23.

17 − 9 8

24.

8 + 9 17

7 + 7 14

29.

30.

−

11 3 8

12 − 5 7

4 + 9 13

35.

36.

2 7 9

1 4 5

41. +

7 2 9

42.

5 3 8 5 8 13

47. +

9 8 17

48.

10 − 9 1

53.

54.

−

4 1 3

9 5 4

59.

60.

3 1 4

−

| Lighthouse MATH

15 − 7 8

−

10 5 5

−

11 6 5

−

2 1 1

2 - 11 Name

Add. 1.

4 2 6

5 1 6

14.

3 1 4

13.

9 + 6 15

5 4 9

5 + 8 13

15.

17 − 7 10

21.

10 8 2

27.

−

33.

−

11 4 7

7 + 9 16

8 + 4 12

10.

4 3 7

7 4 11

3 1 4

8 + 8 16

9 + 5 14

11.

12.

5 6 11

1 4 5

16.

7 + 5 12

17.

7 + 7 14

18.

4 + 6 10

19 − 7 12

22.

23.

13 − 3 10

24.

−

3 3 0

−

8 4 4

7 4 3

28.

−

20 4 16

29. −

18 8 10

30.

−

16 5 11

34.

−

5 5 0

35. −

6 0 6

36.

−

3 2 1

Subtract. 20.

−

8 5 3 12 6 6

26.

−

18 − 8 10

32.

25.

31.

20 − 3 17

19.

Write the number that comes next. 37. 85 86

38. 49 50

39. 104 105

40. 581 582

41. 269 270

42. 818 819

43. 399 400

44. 409 410

Write > for more than. Write < for less than. 45. 73 >

46. 48 <

Level C

47. 115 < 151

| Chapter 2 - 11

| Lighthouse MATH

3 C H A P T E R

In Chapter 3 we will learn about

Adding Multi-Digit Numbers In this chapter, we will be adding two-digit and three-digit numbers. When adding larger numbers, it is important to keep your work organized. • We will add numbers by lining up their place values and working from right to left. • We will learn how to regroup 10 ones for 1 ten. • We will learn how add three numbers. • We will estimate sums by rounding.

Lesson Goal

3 - 1 | Adding Two-Digit Numbers (No Regrouping)

Add two-digit numbers by lining up tens with tens and ones with ones.

LE T’S LE A RN Tom collected 34 leaves, and Max collected 53 leaves. How many leaves did they collect in all?

Teach It Board: Write: 34 + 53 Show: Write the numbers in a tens-and-ones chart.

Ones

Line up the place values. First, add the ones. Then, add the tens.

+ 5

T RY I T TOGE THER

Show: Add the ones first: 4 + 3 = 7.

Line up the place values and add. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Solve 28 + 11 together.

Tens

They collected 87 leaves.

Say: "Line up the places before you add."

Say: "Then add the tens: 3 tens + 5 tens = 8 tens."

Add 34 + 53.

28 + 1

Tens

Ones

Tens

Ones

+ 1

+ 2

Tens

Ones

Tens

Ones

Tens

Ones

4. 93 + 4 +

36 + 11

5. 4 + 32

41 + 28

6. 50 + 13

Tens

Ones

+ 3

+ 1

Teacher Notes Write the problem 24 + 12 on the board. Tell the students to write each number in the place value chart. Point out that the ones digits are in the ones column and the tens digits are in the tens column. Add the ones column first. Say the digits aloud and write the sum. Repeat this step with the tens column. Read the final answer as a class. Continue to practice with other two-digit addition problems.

Level C

| Chapter 3 - 1

| Lighthouse MAT H

Game Part 1: Materials + Setup Place-Value Checkout Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make shop cards with two easy two-digit prices.

Give each pair a tens-and-ones checkout mat.

Only use cards that do not need regrouping.

Practical Story

3-1 Name

Say: "A teacher is counting raffle tickets. One student sold 34 tickets and another sold 53 tickets. The teacher lines up tens and ones so the total is correct."

Add. 1.

21 + 11 32

12 + 14 26

35 7 42

14.

34 + 62 96

20.

13. +

19.

62 6 68

39 + 40 79

42 7 49

23 + 74 97

10.

53 + 14 67

15.

29 + 10 39

16.

16 + 72 88

21.

33 2 35

22.

16 2 18

24 + 33 57

56 + 31 87

27 + 31 58

11.

38 + 40 78

12.

12 + 81 93

17 1 18

17.

38 + 11 49

18.

27 + 30 57

23.

38 1 39

24.

72 4 76

81 + 17 98

Ask: Why do we put ones under ones and tens under tens?

Rewrite the problem and add. 26. 15 + 44

27. 23 + 52

28. 44 + 35

48 + 1 49

15 44 59

23 52 75

44 35 79

Quick Check

Read the problem. Find the answer. 29. Mike picked 31 carrots and 45 tomatoes out of his garden. How many vegetables did he pick altogether?

30. John read 12 books in the summer and 33 books in the fall. How many books did he read in all?

76 vegetables

CH A LLENG E

45 books

Write an addition problem for each sum.

Level C

| Chapter 3 - 1

= 45

Possible answer: 33 + 12

= 32

Possible answer: 20 + 12

| Lighthouse M AT H

25. 48 + 1

Have students line up ones with ones and tens with tens. Check that they add from the ones place first.

Game Part 2: Directions Place-Value Checkout Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Pairs draw two price cards and line them up.

They add ones, then tens, and call the total.

First correct checkout earns the customer card.

Lesson Goal

3 - 2 | Regrouping Ones, Tens, and Hundreds

Trade 10 ones for 1 ten and 10 tens for 1 hundred.

LE T’S LE A RN Each place can only go up to 9. If we have 10 or more, we need to regroup. To regroup 10 ones as 1 ten, we make a trade. We take away 10 ones and add 1 ten.

Teach It Board: Write: 12 ones = __ ten __ ones

3 tens and 16 ones

Show: Show 12 ones. Trade 10 ones for 1 ten.

Now, we have 4 tens and 6 ones.

Tens

Ones

Regroup 10 ones for 1 ten

Tens

Ones

We can also regroup 10 tens as 1 hundred. We trade 10 tens for 1 hundred.

Say: "When we have 10, we make a trade." Show: Show 12 tens. Trade 10 tens for 1 hundred.

Try: Regroup 3 tens and 16 ones together.

Draw a line to match the pictures that show the same number. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "Regrouping keeps the same amount in a cleaner way."

T RY I T TOGE THER

Teacher Notes Distribute base-ten blocks. Tell the students to take out one hundred flat, 12 ten rods, and 5 one blocks. Say that 10 ones can be traded for 1 ten and 10 tens can be traded for 1 hundred. Tell students to trade and regroup, then read the new amount of ones, tens, and hundreds. Ask them what the number is. Practice regrouping with different amounts of each type of base-ten blocks.

Level C

| Chapter 3 - 2

| Lighthouse M AT H

Game Part 1: Materials + Setup Trading Post Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Give teams ones, tens, hundreds, and trade tickets.

Make cards with too many ones or too many tens.

Tell students the trading post only accepts groups of 10.

Practical Story

3-2 Name

Say: "The school store has loose pencils. When there are 10 loose pencils, the worker wraps them into one bundle of 10. It is the same amount, just organized."

Draw a picture. Regroup 10 ones for 1 ten. 1.

4 tens, 18 ones =

tens,

ones

7 tens, 13 ones =

tens,

ones

8 tens, 19 ones =

tens,

ones

4. 1 hundreds, 7 tens, 13 ones = 1 hundreds, 8 tens,

Ask: Did the amount change when we made a bundle?

ones

Quick Check Draw a picture. Regroup 10 tens for 1 hundred. 5. 2 hundreds, 13 tens = 3 hundreds, 3 tens

6. 7 hundreds, 15 tens = 8 hundreds, 5 tens

5 hundreds, 19 tens = 6 hundreds, 9 tens

Ask students to trade 10 ones for 1 ten, or 10 tens for 1 hundred. Check that the value stays the same after the trade.

Regroup to the smallest amount of hundreds, tens, and ones.

CH A LLENG E

5 hundreds, 22 tens, 36 ones =

Level C

| Chapter 3 - 2

hundreds,

tens,

ones

| Lighthouse MAT H

Game Part 2: Directions Trading Post Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A team flips a card and builds the blocks.

They trade every group of 10 for the next place.

A correct trade wins a ticket from the trading post.

Lesson Goal

3 - 3 | Adding Two-Digit Numbers (With Regrouping)

Add two-digit numbers and regroup ones when the ones total is 10 or more.

LE T’S LE A RN Mark added 58 and 24 with base-ten blocks. After he regroups, how many of each block does he have?

Teach It

Add 58 and 24. Line up the place values. Add the ones. Regroup.

Board: Write: 64 + 27

Mark has

Show: Add 4 + 7 = 11. Write 1 one and carry 1 ten.

tens and

Ones

+ 2

Add the tens.

Say: "Start in the ones place."

ones.

T RY I T TOGE THER Add. Tens

Ones

Tens

Ones

8 4

1 6 + 2

7 8

Tens

Ones

8 9 7

9 7

Tens

Ones

Tens

Ones

1 3 + 2

1 © Lighthouse Curriculum. Copying strictly prohibited.

Try: Finish the tens together.

8 + 4 = 12 ones 12 ones = 1 ten and 2 ones Carry the 1 to the tens place.

Show: Line up tens and ones.

Say: "The carried 1 is one ten, so it goes above the tens."

Tens

1 4 + 1 6

5 8

1 5 + 2

4 9

1 2 + 2

Teacher Notes Write the problem 64 + 27 on the board vertically. Show students how to line up the ones and tens digits. Start by having students add the ones. Explain that since there are 11 ones, they need to regroup 10 ones into 1 ten. Tell students to write this as a 1 above the numbers in the tens column and have them write a 1 as the answer in the ones column. Finish by adding up the tens column. Repeat with more examples.

Level C

| Chapter 3 - 3

| Lighthouse M AT H

Game Part 1: Materials + Setup Carry Rescue Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make two-digit addition cards that regroup ones.

Draw a small rescue box above the tens column.

Tell students the extra ten must be rescued to the tens place.

Practical Story

3-3 Name

Say: "Two classes bring cans for a drive. One class has 64 cans and another has 27. When the ones make 11, we bundle 10 ones into 1 ten."

Add. 1

59 + 16 75

1 57 + 26 83 1 13. 28 + 17 45

19.

1 38 + 35 73

1 47 + 17 64

1 49 + 29 78 1 14. 18 + 16 34

1 38 + 19 57 1 15. 48 + 38 86

20.

1 23 + 19 42

21.

1 45 + 46 91 1 16. 57 + 35 92

1 48 + 27 75

1 39 + 27 66

22.

1 16 + 66 82 1 17. 27 + 69 96

10.

1 24 + 28 52

1 28 + 48 76

1 48 + 48 96 1 18. 16 + 78 94

11.

1 44 + 46 90

23.

1 56 + 36 92

12.

1 59 + 21 80

24.

Ask: Where does the new ten go?

1 56 + 18 74

Quick Check Ask where a column makes 10 or more. Check that students carry to the next place and still keep the digits lined up.

Rewrite the problem and add. 26. 38 + 24

48 + 46 94

27. 57 + 23

38 24 62

28. 64 + 29

57 23 80

64 29 93

Read the problem. Find the answer. 29. The bakery has 36 chocolate cupcakes and 48 vanilla cupcakes. How many cupcakes do they have all together?

30. Ben has 38 blue blocks and 24 red blocks. How many blocks does he have all together?

84 cupcakes

CH A LLENG E

Fill in the missing digits.

Level C

62 blocks

35 + 2 07 62

| Chapter 3 - 3

25. 48 + 46

43 8 + 10 61

| Lighthouse MAT H

Game Part 2: Directions Carry Rescue Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Pairs draw a card and add the ones.

If the ones are 10 or more, they move 1 ten to the rescue box.

They score only if the carried ten lands in the right place.

Lesson Goal

3 - 4 | Adding Two-Digit Numbers (Two Regroupings)

Add two-digit numbers when the ones regroup and the tens make a hundred.

LE T’S LE A RN James adds 78 and 49 with base-ten blocks. After he regroups, how many of each block does he have?

Teach It

Hundreds

Tens

Ones

Add 78 and 49.

Board: Write: 78 + 49

Line up the place values. Add the ones. Regroup.

Show: Add ones first. 8 + 9 = 17.

Ones

Add the tens. Regroup.

1 + 7 + 4 = 12 Carry the 1.

James has

Show: Add the tens, including the carried ten.

hundred, 2

tens, and

ones.

T RY I T TOGE THER © Lighthouse Curriculum. Copying strictly prohibited.

Try: Show where the new hundred is written.

Tens

8 + 9 = 17 Carry the 1.

Say: "Regroup 17 ones as 1 ten and 7 ones."

Say: "If the tens make 10 or more, regroup again to hundreds."

Hundreds

Add. 1.

Hundreds

Tens

+ 1

Ones

7 5

6 8

Hundreds

Tens

1 8 3

2 9

+ 1

Ones

Hundreds

Tens

Ones

1 9 5

3 7

+ 1

Teacher Notes Write the problem 77 + 58 on the board in a place value chart. Tell students that sometimes we need to regroup more than once when we add. Add the ones and have students help you regroup 10 ones into 1 ten. Have them add the tens. Point out that because there are 13 tens, they will need to regroup 10 tens for 1 hundred. Write a 1 in the hundreds column and explain that we bring it down because there are no digits to add. Show how to bring down the hundreds. Repeat with more example problems as needed.

Level C

| Chapter 3 - 4

| Lighthouse M AT H

Game Part 1: Materials + Setup Double Trade Tower Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Use cards like 78 + 49 that need two trades.

Draw two trade stops: ones to tens, tens to hundreds.

Teams need to pass both stops to finish.

Practical Story

3-4 Name

Say: "A class collected 78 labels in one box and 49 in another. The ones overflow first, and then the tens overflow into a hundred."

Add. 1

89 + 56 145

1 95 + 67 162 1 13. 97 + 39 136

19.

1 85 + 88 173

1 58 + 65 123

1 86 + 79 165 1 14. 73 + 58 131

1 57 + 54 111 1 15. 78 + 48 126

20.

1 64 + 37 101

1 66 + 48 114 1 16. 69 + 59 128

1 49 + 83 132

21.

1 76 + 67 143

10.

1 29 + 97 126

22.

1 78 + 96 174

1 22 + 98 120

1 57 + 85 142 1 17. 94 + 56 150

1 72 + 89 161 1 18. 51 + 79 130

11.

23.

1 88 + 39 127

12.

1 45 + 68 113

24.

Ask: Why do we regroup two times in this problem?

1 83 + 88 171

Quick Check

25. 59 + 46 1

59 + 46 105

26. 78 + 47

27. 77 + 67

28. 85 + 58

1 78 + 47 125

1 77 + 67 144

1 85 + 58 143

Read the problem. Find the answer. 29. There are 76 stones in the first section of the patio and 68 stones in the rest. How many stones are there in the patio altogether?

30. Mrs. Richards cuts 96 strips of yellow construction paper and 75 strips of black construction paper. How many strips of paper does she cut all together?

144 stones

171 strips of paper

CH A LLENG E

Write an addition problem that requires two regroupings and has this number as a sum.

Level C

| Chapter 3 - 4

Rewrite the problem and add.

Watch the ones and tens columns separately. Check that students regroup in both places before writing the final sum.

124 Possible Answer: 68 + 56

| Lighthouse MAT H

Game Part 2: Directions Double Trade Tower Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams solve the card from right to left.

They mark each trade stop as they regroup.

First team with both trades correct builds the tower.

Lesson Goal

3 - 5 | Adding Three-Digit Numbers (One Regrouping)

Add three-digit numbers and regroup in one place when needed.

LE T’S LE A RN The school library has 245 chapter books and 318 picture books. How many books do they have altogether?

Teach It

Chapter books

Board: Write: 245 + 318

Add 245 and 318.

Show: Line up hundreds, tens, and ones.

Line up the place values. Add the ones. Regroup if needed. Add the tens. Regroup if needed. Add the hundreds.

Say: "Add from right to left: ones, tens, hundreds."

+ 3

Picture books

Ones

T RY I T TOGE THER Add. 1.

Hundreds

Tens

Ones

Hundreds

1 3

7 1

8 9

Hundreds

Tens

Ones

1 6 1

8 6

4 2

Ones

8 4

6 2

Hundreds

Tens

Ones

Tens

1 4 3

1 © Lighthouse Curriculum. Copying strictly prohibited.

Try: Circle the column that regroups.

Tens

They have 563 books.

Show: Regroup only when a column makes 10 or more. Say: "Some columns need a trade, and some do not."

Hundreds

1 4 1

7 8

5 2

Hundreds

Tens

Ones

5 2

1 3 2

7 8

Hundreds

Tens

Ones

1 7 1

4 8

4 2

Teacher Notes Tell students that today, they will practice regrouping when adding larger numbers. Write the problem 446 + 137 on the board in a place value chart. Remind students to start adding in the ones place and to regroup 10 ones for 1 ten. Then have them help you add the tens and hundreds. Point out that they do not need to regroup in the tens place because the sum of the tens is less than 10. Practice more examples that require regrouping either ones or tens.

Level C

| Chapter 3 - 5

| Lighthouse MAT H

Game Part 1: Materials + Setup Library Stack Race Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make three-digit addition cards with one regrouping.

Give teams a chart with hundreds, tens, and ones.

Tell them only one shelf will need a trade.

Practical Story

3-5 Name

Say: "The library has 245 chapter books and 318 picture books. The librarian adds them by place so hundreds, tens, and ones do not mix."

Add. 1

229 + 156 385 1 215 + 157 372

1 483 + 256 739

11.

16.

1 184 + 609 793

12.

17.

1 793 + 155 948

1 681 + 154 835

1 472 + 381 853

1 388 + 341 729

1 264 + 229 493

1 828 + 158 986

13.

1 167 + 617 784

1 328 + 562 890

18.

14.

19.

1 428 + 235 663 1 835 + 145 980 1 380 + 257 637 1 608 + 246 854

10.

15.

20.

1 209 + 649 858 1 108 + 343 451 1 281 + 209 490

Ask: Which column needs regrouping? Which columns do not?

1 707 + 148 855

Quick Check

Rewrite the problem and add. 21. 262 + 484

22. 139 + 147

23. 551 + 256

1 139 + 147 286

1 551 + 256 807

1 628 + 116 744 © Lighthouse Curriculum. Copying strictly prohibited.

262 + 484 746

24. 628 + 116

Read the problem. Find the answer. 25. One crate has 405 blueberries in it. Another has 388. How many blueberries are there in all?

26. One puzzle has 528 pieces. Another puzzle has 180 pieces. How many pieces are there in both puzzles?

793 blueberries

CH A LLENG E

Fill in the missing digits.

Level C

708 pieces

352 74 + 20 626

| Chapter 3 - 5

Ask where a column makes 10 or more. Check that students carry to the next place and still keep the digits lined up.

438 + 1 2 55 563

| Lighthouse M ATH

Game Part 2: Directions Library Stack Race Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams draw a card and solve column by column.

They call 'Trade!' when they find the regrouping column.

Correct answer plus correct trade column scores a book point.

Lesson Goal

3 - 6 | Adding Three-Digit Numbers (Two Regroupings)

Add three-digit numbers with regrouping in both ones and tens.

LE T’S LE A RN Ann has 185 coins, and Ruth has 346 coins. How many do they have altogether?

Teach It

Add 185 and 346.

Board: Write: 367 + 158

Line up the place values. Add the ones. Regroup. Add the tens. Regroup. Add the hundreds.

Show: Add the ones and regroup if needed. Say: "Carry the new ten to the tens column."

Ones

+ 3

T RY I T TOGE THER Add. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Finish the hundreds together.

Tens

They have 531 coins.

Show: Add the tens, including the carried ten. Say: "If the tens make 10 or more, carry a hundred."

Hundreds

Tens

3 3

7 4

8 9

Hundreds

Tens

Ones

1 3 1

1 8 6

4 9

Ones

Hundreds

Tens

1 3 1

1 8 4

6 7

Hundreds

Tens

Ones

1 3 2

1 6 8

6 8

Ones

Hundreds

Tens

Ones

1 4 2

1 3 9

7 8

Hundreds

Tens

Ones

1 1 1

1 5 5

9 3

Teacher Notes Tell students that today, they will practice adding three-digit numbers that require regrouping twice. Write the problem 367 + 158 on the board in a place value chart. Remind students to start adding in the ones place and to regroup 10 ones for 1 ten. Then have them add the digits in the tens place and regroup 10 tens for 1 hundred. Finally, have them add the hundreds. Practice more examples that require regrouping both the ones and the tens.

Level C

| Chapter 3 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Two-Carry Climb Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make cards that need a carry from ones and from tens.

Draw two steps: carry to tens, carry to hundreds.

Teams climb only after showing the carry.

Practical Story

3-6 Name

11 369 + 252 621

Say: "Two students count coins from a collection box. One counted 367 coins and one counted 158 coins. Because the total crosses tens and hundreds, they must carry carefully."

11 297 + 634 931

Ask: What happens if we forget one carry?

Add. 1

279 + 156 435 11 316 + 297 613

11 587 + 146 733

11.

16.

11 158 + 362 520

12.

17.

11 595 + 165 760

11 562 + 288 850

11 284 + 229 513

13.

11 388 + 529 917

18.

11 487 + 164 651 11 678 + 249 927 11 388 + 157 545 11 158 + 276 434

14.

19.

11 498 + 236 734 11 765 + 148 913 11 487 + 357 844 11 169 + 452 621

10.

15.

20.

11 387 + 335 722 11 169 + 771 940

Rewrite the problem and add.

352 + 289 641

22. 269 + 156

23. 458 + 276

24. 638 + 287

11 269 + 156 425

11 458 + 276 734

11 638 + 287 925

Quick Check

Read the problem. Find the answer. 25. There are 345 grapes on one vine and 297 on another. How many grapes are there altogether?

26. One classroom has 368 books. Another classroom has 342 books. How many books are there in both classrooms?

642 grapes

CH A LLENG E

710 books

Write an addition problem that requires two regroupings and has this number as a sum.

Level C

| Chapter 3 - 6

21. 352 + 289

Watch the ones and tens columns separately. Check that students regroup in both places before writing the final sum.

+ = 632 Possible Answer: 366 + 266

| Lighthouse M ATH

Game Part 2: Directions Two-Carry Climb Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams solve one card and mark each carry step.

They read the final sum after both carries are checked.

A team reaches the top only with both carries correct.

Lesson Goal

3 - 7 | Column Addition

Add three numbers by lining up places and adding each column.

LE T’S LE A RN The Anderson family drives 105 miles to Philadelphia. Then, they drive 415 miles to Niagara Falls. Finally, they drive 392 miles back home. How many total miles do they drive?

Teach It Board: Write: 105 + 415 + 392

Add 105, 415, and 392.

Try: Add the tens column together.

New York Philadelphia

T RY I T TOGE THER Add. 1

1. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "Add all numbers in the column before moving left."

105 415 + 392 912

They drive 912 miles.

Say: "We still start with the ones column." Show: Add one column at a time and regroup when needed.

1 1

Add the ones. Regroup if needed. Add the tens. Regroup if needed. Add the hundreds.

Show: Line up all three numbers by place.

Niagara Falls

5. +

4 1 6 2 5 6 2 3 9 9 1 1 2 5 7 2 1 8 0 1 7 4 9 2 6

2. +

6. +

1 1 2 4 3 3 2 8 1 7 4 7 4 5

1 3 0 4 2 1 2 1 3 8 6 5 4

1 1 3 3 5 2 6 0 1 4 8 7 4 3

1 1 1 8 6 1 4 3 1 5 5 4 8 4

1 1 1 2 3 2 8 6 1 4 7 5 5 6 1 1 2 3 3 3 6 5 1 8 4 7 8 2

Teacher Notes Write the problem 269 + 182 + 231 on the board vertically. Have students help you add the ones, then the tens, then the hundreds, regrouping when needed. Remind students that they can add the three numbers in a column in any order, and to add the sum of the first two numbers to the third. Remind them to record any regroupings in the correct column. Practice more example problems as needed.

Level C

| Chapter 3 - 7

| Lighthouse M AT H

Game Part 1: Materials + Setup Three-Stop Trip Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make trip cards with three distances.

Give each team a map with three stops and a total box.

Tell students the car moves only after a correct column.

Practical Story

3-7 Name

Say: "A family trip has three drives: 105 miles, 415 miles, and 392 miles. To find the whole trip, we add all three distances in columns."

Add. 11

137 346 + 185 668

11 463 184 + 137 784

11 259 241 + 163 663

1 315 223 + 129 667

11 357 228 + 131 716

21 192 154 + 167 513

11 424 275 + 236 935

1 233 362 + 184 779

10.

11 174 253 + 163 590

11 126 314 + 383 823

Ask: Why must every number stay in the correct column?

Rewrite the problem and add. 11. 352 + 289 + 124 11

352 289 + 124 765

12. 258 + 156 + 142 1 1 258 156 + 142 556

13. 447 + 276 + 232 1 1 447 276 + 232 955

Quick Check

14. 338 + 287 + 122 1 1 338 287 + 122 747

15. There are 336 books on the first shelf, 285 on the second shelf, and 142 books on the third shelf. How many books are there altogether?

16. One classroom has 283 pencils. Another classroom has 194 pencils. A third classroom has 246 pencils. How many pencils are there in all three classrooms?

763 books

723 pencils

Fill in the missing digit.

352 234 + 1 01 6 702

CH A LLENG E

Level C

Read the problem. Find the answer.

Ask students to add one column at a time and write any carry above the next column. Check that no column is skipped.

| Chapter 3 - 7

| Lighthouse MAT H

Game Part 2: Directions Three-Stop Trip Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams add the ones, tens, and hundreds columns.

After each correct column, they move to the next stop.

First team to reach home with the correct total wins.

Lesson Goal

3 - 8 | Estimating Sums

Round numbers first, then add to estimate a sum.

LE T’S LE A RN Mrs. Ross draws 52 circles and 36 stars. About how many shapes does she draw?

Teach It

You don’t need an exact answer.

Board: Write: 54 + 27 Show: Round 54 to 50 and 27 to 30.

Say: "An estimate is close. It does not have to be exact."

52 3(

50 40 90

Round Up 54

Round Down 30

Round Up 34

Mrs. Ross has about 90 shapes.

Show: Add 50 + 30 = 80.

T RY I T TOGE THER

Say: "Round first, then add."

Round to the nearest ten and add. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Estimate 387 + 123 together.

Round Down

Round each number to the nearest ten to estimate.

71 17

70 20 90

Round to the nearest hundred and add. 2.

431 + 195

400 + 200 600

400

410

420

430

440

450

460

470

480

490

500

100

110

120

130

140

150

160

170

180

190

200

Teacher Notes Write 54 + 27 on the board. Tell students that in this lesson they will round numbers to the nearest ten or hundred to estimate the sum. Have students help you round 54 and 27 to the nearest ten and add 50 + 30 = 80. Then write 387 + 123 on the board. Have students help you round to the nearest hundred and add 400 + 100 = 500. Repeat the process with more examples as needed.

Level C

| Chapter 3 - 8

| Lighthouse MAT H

Game Part 1: Materials + Setup Estimate Auction Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make addition cards and three answer choices for each.

Give teams small bid cards: too low, close, too high.

Tell students they must round before they bid.

Practical Story

3-8 Name

Say: "A teacher wants to know about how many chairs are needed for two rooms. One room has 54 chairs and one has 27. An estimate is fast enough."

Round to the nearest ten and add. 1.

43 + 21

40 + 20 60

67 + 24

70 + 20 90

31 + 19

30 + 20 50

48 + 26

50 + 30 80

43 + 39

40 + 40 80

56 + 27

60 + 30 90

38 + 19

40 + 20 60

21 + 14

20 + 10 30

Ask: When do we need an exact answer, and when is about enough?

Round to the nearest hundred and add. 9.

332 + 294

300 + 300 600

10.

512 + 406

500 + 400 900

11.

533 + 189

500 + 200 700

12.

375 + 216

400 + 200 600

13.

772 + 143

800 + 100 900

14.

495 + 326

500 + 300 800

15.

281 + 133

300 + 100 400

16.

367 + 329

400 + 300 700

Quick Check

17. There are 53 blocks in the basket. Emma puts 27 more blocks in. About how many blocks are in the basket now?

18. Mrs. Richards has 336 markers in her cabinet. She puts 292 more markers in. About how many markers are in the cabinet now?

About 80 blocks

About 600 markers

CH A LLENG E

Round to the nearest 100 and add. Round to the nearest 10 and add. Then add to find the actual answer. Which estimate is closer to the actual answer?

Level C

| Chapter 3 - 8

645 600 650 645 + 172 + 200 + 170 + 172 800 820 817

Round to the nearest ten or hundred to solve.

Have students round each addend before adding. Check that they call the answer an estimate, not an exact sum.

Rounding to the nearest 10 gives the closer answer.

| Lighthouse M ATH

Game Part 2: Directions Estimate Auction Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one addition card and the answer choices.

Teams round, add, and place a bid on the closest choice.

A correct estimate wins the auction point.

Lesson Goal

3 - 9 | Chapter Review

Review multi-digit addition, regrouping, column addition, and estimating sums.

LE T’S R EVI EW Adding Numbers

Line up the place values and add from right to left. Regroup if needed.

Teach It

1 1

2) + 11 39

Board: Write one problem with no regrouping and one with regrouping.

Line up the place values and add from right to left. Regroup if needed.

Try: Ask if the problem needs an exact sum or an estimate.

Estimating Sums

Round each number and then add.

1 2

12) 37( + )( 590

77 4)

)0 50 130

T RY I T TOGE THER Add. © Lighthouse Curriculum. Copying strictly prohibited.

Show: Mark each regrouping above the correct column.

(53 + 27) 931

Adding Three Numbers

Show: Ask students to name the type before solving. Say: "Line up the places. Then add from right to left."

1 1

145 + 75 220

43 12 55

135 27 162

27 16 43

274 + 160 434

38 24 62

385 + 245 630

65 53 118

657 + 539 1,196

Rewrite the problem and add. 9. 48 + 11 48 + 11 59

10. 45 + 44 45 + 44 89

Level C

11. 433 + 292 433 + 292 725

| Chapter 3 - 9

12. 172 + 81 172 + 81 253

| Lighthouse MAT H

Game Part 1: Materials + Setup Sum Strategy Quest Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make three stations: exact add, regroup add, estimate.

Place mixed problem cards at each station.

Teams need one correct card from every station.

Practical Story

3-9 Name

Say: "A teacher is planning a school event. Some totals need exact addition, and some only need an estimate so the teacher knows about how many supplies to bring."

Add. Regroup if needed. 1.

66 23 89

152 65 217

52 21 73

343 66 409

76 57 133

332 38 370

10.

90 + 50 140

15.

25 19 44

527 88 615

11.

53 + 49

50 + 50 100

58 49 107

623 37 660

12.

16.

22 + 14

78 36 114

454 93 547

Round to the nearest ten and add. 13.

83 + 39

80 + 40 120

14.

87 + 49

Ask: How do we know which strategy to use?

20 + 10 30

Quick Check

Round to the nearest hundred and add. 911 + 286

900 + 300 1,200

18.

530 + 409

500 + 400 900

19.

843 + 179

800 + 200 1,000

20.

675 + 415

700 + 400 1,100

Read the problem. Find the answer. 21. David read 53 pages on one day. He read 87 pages the next day. How many pages did he read altogether?

22. There are 68 green trucks and 94 blue trucks. How many trucks are there altogether?

140 pages

162 trucks

23. A group of ducks flew 125 miles on Monday, and 216 more miles on Tuesday. About how many miles did they fly on both days?

24. Jim picked 267 apples. Alan picked 106 apples. About how many apples did they pick in all?

300 miles

Level C

17.

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

400 apples

| Chapter 3 - 9

| Lighthouse M ATH

Game Part 2: Directions Sum Strategy Quest Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student picks a card and names the strategy.

The student solves it and explains any regrouping.

Team completes the quest when all stations are solved.

3 - 10 | Cumulative Review

Solve. 1.

3 1 4

7 1 6

10 + 6 4

14.

3 2 1

20.

9 + 1 10

26.

3 + 7 10

32.

38.

2 5 7 4 2 2

44.

8 + 5 13

50.

4 + 8 12

56.

13.

19. +

25.

31.

37.

43.

49.

55.

3 3 6

4 2 6

15.

3 2 5

14 + 5 9

21.

27.

8 1 9

33.

11 7 4

16 + 7 9

39.

3 8 11

45.

51.

6 2 4

7 + 3 10

57.

6 5 1

10.

11 2 9

16.

5 2 3

5 + 7 12

22.

28.

5 4 9

34.

6 1 7

9 + 3 12

40.

9 8 1

46.

9 + 9 18

52.

7 + 6 13

58.

Level C

| Chapter 3 - 10

17 + 8 9

6 5 11

14 + 6 8

2 4 6

11.

16 + 8 8

12. +

4 1 3

9 + 5 14

17.

7 5 2

18. +

4 3 1

7 2 9

23.

15 + 7 8

24.

7 + 9 16

29.

8 2 6

30.

1 4 5

5 6 11

35.

17 + 9 8

36.

11 4 7

8 4 4

10 + 8 2

41.

42.

11 8 3

6 8 14

47.

8 6 14

48.

14 + 7 7

53.

54.

6 3 3

8 + 2 10

12 + 5 7

59.

60.

3 8 11

9 2 7

| Lighthouse MATH

4 + 8 12 +

3 1 2

3 - 10 Name

Add. 1.

39 29 68

67 31 98

12 19 31

40 15 55

15.

8 4 4

21.

5 3 2 11 2 9

27.

181 + 782 963

111 + 819 930

30 62 92

208 + 35 243

10.

407 + 377 784

11.

191 + 645 836

12.

40 56 96

696 + 198 894

16.

8 1 7

18.

9 4 5

17.

12 5 7

13 6 7

22.

7 5 2

24.

14 8 6

23.

11 3 8

16 8 8

14 7 7

28.

9 7 2

30.

13 7 6

29.

8 2 6

Subtract. 13.

14.

2 1 1

20.

12 4 8 5 2 3

26.

19.

25.

31. +

8 6 14

32.

14 3 17

33.

Add. Check by subtracting.

9 7 16

7 9

Subtract. Check by adding. 8

34. +

13 5 8

35.

Level C

12 7 5

| Chapter 3 - 10

36.

7 12

| Lighthouse MATH

14 6 8

6 14

4 C H A P T E R

In Chapter 4 we will learn about

Subtracting Multi-Digit Numbers In this chapter, we will be subtracting multi-digit numbers. When subtracting large numbers, it is important to keep your work organized. • We will subtract two-digit numbers. • We will learn to regroup by trading 1 ten for 10 ones. • We will subtract three-digit numbers. • We will subtract across zeros. • We will round to make an estimate.

Lesson Goal

4 - 1 | Subtracting Two-Digit Numbers (No Regrouping)

Subtract two-digit numbers by lining up tens with tens and ones with ones.

LE T’S LE A RN Leo has 28 red toy cars and 16 blue toy cars. How many more red cars does he have than blue cars?

Teach It

Subtract 28 − 16.

Board: Write: 28 - 16

Line up the place values with the bigger number on top. Subtract the ones. Subtract the tens.

Show: Line up the numbers in a tens-and-ones chart.

Say: "Then subtract the tens: 2 tens - 1 ten = 1 ten." Try: Solve 34 - 11 together.

− 1

T RY I T TOGE THER Line up the place values and subtract. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Show: Subtract the ones first: 8 - 6 = 2.

Ones

12 more red cars.

Leo has

Say: "The bigger number goes on top."

Tens

27 − 5

34 − 11

Tens

Ones

46 − 23

Tens

Ones

− 1

− 2

Tens

Ones

Tens

Ones

Tens

Ones

− 3

− 5

2 −

4. 85 − 35

Ones

5. 74 − 32

6. 93 − 51

Teacher Notes Write the problem 28 - 16 on the board. Tell students to line up the numbers by place value using a place value chart. Subtract the ones column first. Say the digits aloud and write the difference. Repeat this step with the tens column. Read the final answer as a class. Practice with other two-digit subtraction problems.

Level C

| Chapter 4 - 1

| Lighthouse M ATH

Game Part 1: Materials + Setup Difference Checkout Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make cards with easy two-digit subtraction problems.

Give each pair a tens-and-ones checkout mat.

Use only cards that do not need regrouping.

Practical Story

4-1 Name

Say: "A student has 28 red toy cars and 16 blue toy cars. To know how many more red cars the student has, we subtract by place."

Subtract. 1.

23 − 12 11

)9 − 14 55

92 − 50 42

4+ − 2( 21

5) − 33 23

++ − 31 57

94 − 14 80

)( − 13 54

39 − 24 15

10.

(( − 41 36

11.

3+ 4 34

12.

99 − +1 18

13.

31 − 10 21

14.

95 − 23 72

15.

2+ − 15 13

16.

+) − 25 61

17.

)5 − 32 33

18.

() − 42 34

Ask: Why do we keep ones under ones and tens under tens?

19.

4( − 1) 31

20.

54 − 33 21

21.

19 − 12 7

22.

3( − 22 15

23.

)3 − 41 22

24.

+( − (4 13

Quick Check

−

Rewrite the problem and subtract.

68 − 11 57

26. 25 − 4 −

27. 53 − 32

25 4 21

−

28. 79 − 35

53 32 21

−

79 35 44

Read the problem. Find the answer. 29. Emma has a box of 68 googly eyes. She drops 22 of the eyes on the floor. How many are left in the box?

30. A tree branch has 74 leaves on it. The wind blows 31 leaves off the branch. How many leaves are left on the branch?

46 googly eyes

CH A LLENG E

43 leaves

Write a subtraction problem for each difference.

Level C

| Chapter 4 - 1

−

= 25

Possible answer: 38 − 13

−

= 36

Possible answer: 79 − 43

| Lighthouse MATH

25. 68 − 11

Have students line up the numbers and subtract ones first. Check that each top digit is large enough before subtracting.

Game Part 2: Directions Difference Checkout Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Pairs draw a card and line up the places.

They subtract ones, then tens, and call the difference.

First correct checkout keeps the card.

Lesson Goal

4 - 2 | Regrouping Ones, Tens, and Hundreds

Regroup 1 ten as 10 ones or 1 hundred as 10 tens.

LE T’S LE A RN If we do not have enough ones to subtract, we can get more ones by regrouping. To regroup 1 ten as 10 ones, we make a trade. We take away 1 ten and add 10 ones.

Teach It

3 tens and 5 ones

Board: Write: 3 tens 5 ones Show: Show 3 tens and 5 ones with blocks.

Try: Regroup 2 hundreds 3 tens together.

Ones

Regroup 1 ten for 10 ones

−1

Tens

Ones

Use the picture to regroup 1 ten as 10 ones. 1.

2. =

2 tens 6 ones

= 1 tens 16 ones

3 tens 2 ones

2 tens 12 ones

Use the picture to regroup 1 hundred as 10 tens. 3. =

2 hundreds 3 tens

1 hundred 13 tens

Teacher Notes Write the number 35 on the board in a place value chart. Make the number with base-ten blocks (3 tens and 5 ones). Tell students that sometimes when you subtract, you don’t have enough ones, and you need to regroup a ten for 10 ones. Trade a ten for 10 ones. Count how many of each block you have now. Cross out the 3 and 5 in the place value chart and write 2 in the tens column and 15 in the ones column. Practice with a few more numbers.

Level C

| Chapter 4 - 2

| Lighthouse M AT H

Game Part 1: Materials + Setup Regroup Bank Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Give teams hundreds, tens, ones, and bank tickets.

+ 10

T RY I T TOGE THER

Say: "The amount stays the same. It is just regrouped."

Tens

We can also regroup 1 hundred as 10 tens. Trade 1 hundred for 10 tens.

Say: "If we need more ones, we can trade 1 ten for 10 ones." Show: Cross out 3 tens and write 2 tens. Change 5 ones to 15 ones.

Now, we have 2 tens and 15 ones.

Make cards that ask for a trade, such as 1 ten to 10 ones.

Tell students the bank only makes fair trades.

Practical Story

4-2 Name

Say: "The supply room has pencils in bundles of 10. If a teacher needs single pencils, the worker opens one bundle into 10 loose pencils."

Regroup 1 ten for 10 ones. 4 tens 4 ones = 3 tens 14 ones

9 tens 5 ones = 8 tens 15 ones

7 tens 0 ones = 6 tens 10 ones

4. 2 tens 3 ones = 1 tens 13 ones

5. 5 tens 4 ones = 4 tens 14 ones

6. 3 tens 1 one = 2 tens 11 ones

6 tens 3 ones = 5 tens 13 ones

8. 1 ten 9 ones = 0 tens 19 ones

Tens

Ones

11.

3 4

16 6

Tens

Ones

13.

17.

10.

Tens

Ones

Tens

Ones

12.

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

14.

18.

15.

19.

16.

20.

Ask: Did we lose pencils, or did we just change how they are packed?

Quick Check

Regroup 1 hundred for 10 tens. 21. 8 hundreds 2 tens = 7 hundreds 12 tens

22. 2 hundreds 2 tens = 1 hundred 12 tens

23. 4 hundreds 7 tens = 3 hundreds 17 tens

24. 9 hundreds 0 tens = 8 hundreds 10 tens

CH A LLENG E

How can we regroup to have more ones?

Level C

5 hundreds, 0 tens, 4 ones

Ask students to trade 10 ones for 1 ten, or 10 tens for 1 hundred. Check that the value stays the same after the trade.

We can regroup 1 hundred for 10 tens and get 4 hundreds, 10 tens, 4 ones. Now we can regroup 1 ten as 10 ones and get 4 hundreds, 9 tens and 14 ones.

| Chapter 4 - 2

| Lighthouse MAT H

Game Part 2: Directions Regroup Bank Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A team flips a trade card and shows the old amount.

They make the trade and say the new amount.

A fair trade earns a bank ticket.

Lesson Goal

4 - 3 | Subtracting Two-Digit Numbers (One Regrouping)

Regroup 1 ten as 10 ones when there are not enough ones to subtract.

LE T’S LE A RN There are 32 grapes in Andrew’s bag. He gives 14 grapes to a friend. How many grapes does he have left?

Teach It

Subtract 32 − 14.

Board: Write: 32 - 14

+ 10

− 1

Tens

Ones

3 4

15 5 7

18 grapes left.

He has

T RY I T TOGE THER

Show: Change 3 tens to 2 tens. Change 2 ones to 12 ones.

Subtract. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Solve 41 - 17 together.

Subtract the ones. Subtract the tens.

Say: "There are not enough ones, so we regroup 1 ten."

Ones

−1

There are not enough ones. Borrow a ten: 3 − 1 = 2 tens Give it to the ones: 2 + 10 = 12 ones

Show: Start with the ones: 2 - 4.

Say: "Now subtract ones first, then tens."

Tens

Line up the place values. Start with the ones.

Tens

Ones

Tens

Ones

2 9

2 3 − 1

14 4 8

4 − 1 2

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

3 4 − 1

15 5 7

7 8

14 4 5

6 7 − 4

13 3 8

5 6 − 3

15 5 7

−

Tens

Ones

1 2 − 1

16 6 7 9

Teacher Notes Write the problem 32 − 14 on the board. Remind students that we start subtracting with the ones. Ask students to subtract 2 − 4. Discuss why you cannot subtract. Ask students how they could regroup to get enough ones. Show students how to regroup a ten for 10 ones. Cross out the 3 and write 2 because we take away 1 ten. Cross out 2 and write 12 because we get 10 ones. Show how to subtract the ones and then the tens. Repeat with other examples.

Level C

| Chapter 4 - 3

| Lighthouse M AT H

Game Part 1: Materials + Setup Borrow Bridge Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make two-digit subtraction cards that need one regrouping.

Draw a bridge from the tens place to the ones place.

Tell students the ones can cross only after a regroup.

Practical Story

4-3 Name

Say: "A student has 32 grapes and gives 14 to a friend. The student cannot take 4 ones from 2 ones, so the student opens one ten into 10 ones."

Subtract. 1.

)) − 2+ 38

94 + 86

3) − 19 17

14.

7. −

13.

52 − 2( 25

24 − 1( 7

2+ − 19 9

15.

(4 − 3) 38

)1 9 52

10.

93 − 4+ 45

16.

−

4+ − 29 19

45 − 1) 29 51 3 48

−

35 − 19 16

11.

52 − 2+ 24

12.

+3 − 35 48

17.

)2 − 33 29

18.

(3 − 2( 46

−

+) ( 79

Ask: What changes in the tens place? What changes in the ones place?

Rewrite the problem and subtract. 20. 25 − 7

58 − 19 39

25 7 18

−

23. 95 − 68 95 − 68 27

21. 43 − 35 −

24. 36 − 8 36 − 8 28

43 35 8

25. 64 − 27 64 − 27 37

22. 72 − 35 −

Quick Check

72 35 37

26. 82 − 34 82 − 34 48

Read the problem. Find the answer. 27. There are 52 pieces of construction paper in a package. The class uses 27 pieces. How many pieces are left in the package? 25 pieces

Solve.

CH A LLENG E

28. Robert has 54 rocks in his collection. He polishes 17 rocks. How many rocks are not polished? 37 rocks

19. 58 − 19

Ask where they need to regroup before subtracting. Check that they trade from the next place and rename the top number correctly.

The class starts with 92 carrot sticks. They eat 27 for morning snack and 19 for afternoon 46 carrot sticks snack. How many carrot sticks are left?

Level C

| Chapter 4 - 3

| Lighthouse MAT H

Game Part 2: Directions Borrow Bridge Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Pairs draw a card and check the ones place.

If there are not enough ones, they cross the bridge and regroup.

Correct regrouping plus answer earns a bridge point.

Lesson Goal

4 - 4 | Subtracting Three-Digit Numbers (One Regrouping)

Subtract three-digit numbers and regroup one place when needed.

LE T’S LE A RN There are 368 fish in the aquarium. 192 of the fish are red. How many fish are not red?

Teach It Board: Write: 368 - 192

Subtract 368 − 192. Line up the place values. Subtract the ones. Regroup to subtract the tens. Subtract the hundreds.

Show: Line up hundreds, tens, and ones. Say: "Subtract from right to left."

−

Ones

T RY I T TOGE THER Subtract. 0 14

1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Finish the tens and hundreds together.

Tens

176 fish are not red.

Show: There are enough ones, but not enough tens. Say: "Regroup 1 hundred as 10 tens."

Hundreds

−

5. −

1 4 ) 5 5 9 1 4 11 4 5 1 1 3 5 3 1 6

2. −

6. −

2 13 3 3 4 1 ( 3 1 6 1

6 13 ( 3 2 1 + 1 5 5 1

−

3 13 4 3 + ) 3 3 7 5

3 13 1 4 3 3 ) 1 0 7

−

6 12 ) ( 2 2 5 9 4 1 3

6 10 ( 0 + 3 + 6 7 0

Teacher Notes Write the problem 368 − 192 on the board vertically. Point out that there are enough ones, but not enough tens to subtract. Tell students that they can regroup 1 hundred for 10 tens. Cross out the 3 and write a 2 because we take away 1 hundred. Cross out the 6 and write 16 above it because we get 10 tens. Have students help you subtract the ones, then tens, and then hundreds. Repeat with more examples as needed.

Level C

| Chapter 4 - 4

| Lighthouse MAT H

Game Part 1: Materials + Setup Aquarium Rescue Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make fish cards with three-digit subtraction problems.

Give teams a chart for hundreds, tens, and ones.

Tell students one tank will need a regroup rescue.

Practical Story

4-4 Name

Say: "An aquarium has 368 fish. If 192 fish are red, the worker subtracts to find how many are not red."

Subtract. 1.

153 2) 127

431 − 115 316

)12 − 1+2 430

14.

−

13.

15) (5 81

31) − 135 181

5(4 − 43+ 136

15.

−

441 33 408

)29 − 23( 392

10.

+)( − 1(3 694

16.

−

33( (5 262

(55 − 42+ 327

11.

939 − 3)5 574

17.

−

523 41 482

51( − 134 383

12.

251 − 235 16

18.

−

2+( 93 194

++2 − 1)) 716

Ask: Which place needs regrouping? Which place does not?

42+ − 15) 272

Quick Check

Rewrite the problem and subtract.

358 − 129 229 23. 449 − 179 449 − 179 270

20. 125 − 17

21. 534 − 325

22. 872 − 381

125 − 17 108

534 − 325 209

872 − 381 491

24. 734 − 218 734 − 218 516

25. 645 − 283 645 − 283 362

26. 925 − 462 925 − 462 463

Ask where they need to regroup before subtracting. Check that they trade from the next place and rename the top number correctly.

Read the problem. Find the answer. 27. There are 428 students in the school. 31 are absent today. How many students are at school today?

28. There are 283 blocks in the box. 155 are red. The rest are blue. How many blue blocks are in the box?

397 students

128 blue blocks

CH A LLENG E

Fill in the missing digits.

Level C

19. 358 − 129

53( 93 20 244

−

| Chapter 4 - 4

| Lighthouse M ATH

Game Part 2: Directions Aquarium Rescue Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams draw a fish card and subtract by place.

They call 'Rescue!' when they regroup one place.

Correct answer plus correct regroup place saves the fish.

Lesson Goal

4 - 5 | Subtracting Three-Digit Numbers (Two Regroupings)

Subtract three-digit numbers when both the ones and tens need regrouping.

LE T’S LE A RN There are 323 books in the classroom library. 137 of them are borrowed. How many books are left?

Teach It

Subtract 323 − 137.

Board: Write: 323 - 137

Line up the place values. Regroup to subtract the ones. Regroup to subtract the tens. Subtract the hundreds.

Show: Check the ones first. 3 - 7 needs regrouping.

Try: Mark both regrouping steps together.

11 1

−

Ones

T RY I T TOGE THER Subtract. 12

1. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "Each place must have enough before we subtract."

Tens

186 books are left.

Say: "Regroup 1 ten so the ones have enough." Show: Then check the tens. Regroup again if needed.

Hundreds

−

5. −

2 14

2 3 4 ( ) 1 5 8 13 7 3 15 + 4 5 3 5 ( 4 8 8

−

6. −

11 1 1 12 2 2 2 1 4 + 7 4

14 1 4 12 2 5 2 ( 9 1 7 3

−

12 3 2 12 4 3 2 ) 3 3 6 9

13 4 3 12 5 4 2 1 5 5 3 8 7

−

12 4 2 11 5 3 1 ( 4 4 5 7 13 6 3 13 ( 4 3 5 ) ) 1 7 7

Teacher Notes Write the problem 323 − 137 on the board vertically. Start with the ones. Ask students if there are enough ones to subtract. Regroup 1 ten for 10 ones. Now we have 3 hundreds, 1 ten, and 13 ones. Have students subtract the ones. Move to the tens. Ask students if there are enough tens to subtract. Since there is only 1 ten, we need to regroup again. Regroup 1 hundred for 10 tens. Subtract the tens and then the hundreds. Repeat with more examples as needed.

Level C

| Chapter 4 - 5

| Lighthouse MAT H

Game Part 1: Materials + Setup Double Borrow Lock Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make cards that need two regrouping steps.

Draw two locks: ones lock and tens lock.

Teams open each lock by showing the regroup.

Practical Story

4-5 Name

Say: "The classroom library has 323 books. If 137 are borrowed, the teacher needs two regrouping steps to find how many books are left."

Subtract. 1.

153 (5 78

)31 − 1+5 446

13.

(12 − 1++ 524

−

243 )) 177

312 − 135 177

14.

4(4 − 29) 178

−

332 5+ 274

223 − 13( 86

15.

))1 − 1(3 488

−

52) +9 437

10.

+55 − 4(+ 377

16.

532 − 4)5 67

−

(23 4( 676

11.

521 − 134 387

12.

942 − 2)( 675

17.

353 − 1)+ 185

18.

+2) − 25( 569

−

454 95 359

Ask: Why do we check each place before subtracting?

Rewrite the problem and subtract.

325 − 149 176 23. 543 − 179 543 − 179 364

20. 224 − 37

21. 631 − 375

22. 752 − 284

224 − 37 187

631 − 375 256

752 − 284 468

24. 434 − 168 434 − 168 266

25. 842 − 283 842 − 283 559

26. 925 − 467 925 − 467 458

Quick Check

Read the problem. Find the answer. 27. There are 825 apples on the truck. 348 are green. The rest are red. How many red apples are there?

28. There are 523 sheets of paper in the box. Mrs. Carter takes 248 out. How many sheets of paper are left in the box?

477 red apples

275 sheets

Subtract. −

CH A LLENG E

Level C

(,214 3,+4) 3,368

| Chapter 4 - 5

−

(,423 3,+4) 3,577

−

19. 325 − 149

Ask where they need to regroup before subtracting. Check that they trade from the next place and rename the top number correctly.

5,0+) 4,()1 325

| Lighthouse M ATH

Game Part 2: Directions Double Borrow Lock Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams solve from right to left.

They open a lock each time they regroup correctly.

Both locks and the correct answer win the key.

Lesson Goal

4 - 6 | Zeros in Subtraction

Subtract across zeros by regrouping from the next place that has value.

LE T’S LE A RN There are 300 bananas in the lunchroom. At lunchtime, 176 students eat a banana. How many bananas are left?

Teach It

Subtract 300 − 176.

Board: Write: 300 - 176

9 10

9 6 10 15 ( 0 5 2 5 ( 4 4 8

9 8 10 10 9 0 0 5 2 1 3 7 9

11 6 1 10 ( 2 0 2 2 ( 4 9 3

9 7 10 15 + 0 5 3 4 ) 4 5 9

−

Ones

124 bananas are left.

T RY I T TOGE THER Subtract. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Subtract ones, tens, and hundreds together.

Subtract the tens. Subtract the hundreds.

Say: "We need ones, but there are also 0 tens."

Say: "Now we have 2 hundreds, 9 tens, and 10 ones."

Tens

There are not enough tens to regroup. Regroup 1 hundred as 10 tens. Then, regroup 1 ten as 10 ones.

Show: Start with ones. There are 0 ones.

Show: Regroup 1 hundred into 10 tens. Then regroup 1 ten into 10 ones.

Hundreds

Line up the place values. Regroup to subtract the ones.

9 1

−

5. −

10 10

2 0 0 + 5 1 1 5 9 3 10 10 4 0 0 1 + 4 2 1 6

−

6. −

−

9 4 10 10 5 0 0 3 5 3 1 4 7 9 1 10 10 2 0 0 1 2 9 7 1

Teacher Notes Write 300 − 176 on the board. Explain to students that since there are not enough ones to subtract, they need to regroup 1 ten for 10 ones. However, there are no tens. We need to first regroup 1 hundred for 10 tens. Then we can regroup 1 ten for 10 ones. After regrouping, we have 2 hundreds, 9 tens, and 10 ones. Subtract the ones, tens, and hundreds. Repeat with other example problems.

Level C

| Chapter 4 - 6

| Lighthouse M AT H

Game Part 1: Materials + Setup Zero Bridge Rescue Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make subtraction cards with zeros, such as 300 176.

Draw two bridges: hundreds to tens, tens to ones.

Tell students zero needs help from the next place with value.

Practical Story

4-6 Name

Say: "The lunchroom has 300 bananas. If 176 students take one, the worker has to break a hundred into tens, then a ten into ones to subtract."

Subtract. 1.

103 45 58

)00 − 145 455

13.

(0( − 23+ 469

−

200 3( 163

300 − 12) 174

14.

400 − 213 187

−

350 +) 264

203 − 1)( 36

15.

+01 − 553 248

−

50+ (9 429

10.

+05 − 42+ 377

16.

502 − 2)5 237

−

(00 53 647

11.

520 − 129 391

12.

900 − 3() 524

17.

300 − 22+ 72

18.

+00 − 45( 343

−

400 9+ 302

Ask: Why can we not regroup from the tens first?

Rewrite the problem and subtract.

605 − 139 466 23. 400 − 162 400 − 162 238

20. 200 − 48

21. 700 − 367

22. 802 − 284

200 − 48 152

700 − 367 333

802 − 284 518

24. 500 − 257 500 − 257 243

25. 302 − 183 302 − 183 119

26. 900 − 456 900 − 456 444

Quick Check

Read the problem. Find the answer. 27. There are 504 students in the school. 327 students ride the bus home. How many students do not ride the bus home?

28. Mr. Davis has 300 children’s books. He donates 138 children’s books to the school library. How many children’s books does he have left?

177 students

CH A LLENG E

Fill in the missing digit.

Level C

162 books

19. 605 − 139

Ask students to show each regrouping step across the zeros. Check that they do not subtract until the top digit has enough ones.

400 249 151

−

| Chapter 4 - 6

| Lighthouse MAT H

Game Part 2: Directions Zero Bridge Rescue Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams cross the first bridge to make tens.

Then they cross the second bridge to make ones.

Both bridges must be correct before they subtract.

Lesson Goal

4 - 7 | Estimating Differences

Round numbers first, then subtract to estimate a difference.

LE T’S LE A RN Emma baked 86 cookies and 43 muffins. About how many more cookies did she bake?

Teach It

You don’t need an exact answer.

Board: Write: 86 - 43 Show: Round 86 to 90 and 43 to 40.

−

Say: "An estimate is close. It does not have to be exact."

86 43

−

90 40 50

Round Up 84

Round Down 40

Round Up 44

Emma baked about 50 more cookies.

Show: Subtract 90 - 40 = 50.

T RY I T TOGE THER

Say: "About how many means estimate."

Round to the nearest ten and subtract. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Estimate 815 - 446 together.

Round Down

Round each number to the nearest ten to estimate.

−

3+ 21

−

40 20 20

Round to the nearest hundred and subtract. 2.

+15 − 44)

800 − 400 400

800

810

820

830

840

850

860

870

880

890

900

400

410

420

430

440

450

460

470

480

490

500

Teacher Notes Explain that an estimate is a good guess. It is used when an exact number isn’t needed. Tell students the following example: A printer has 512 papers and prints 158 sheets. Is it likely that we’d need to know exactly how many papers are left? When might we need an exact answer? When might we need an estimate? To estimate the difference, we can round each number and subtract. Remind students that “About how many? “ means that you should estimate.

Level C

| Chapter 4 - 7

| Lighthouse MAT H

Game Part 1: Materials + Setup Difference Auction Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make subtraction cards and three estimate choices.

Give teams bid cards: too low, close, too high.

Tell students they must round before bidding.

Practical Story

4-7 Name

Say: "A printer has about 512 sheets and prints about 158 pages. If the office only needs a quick idea, we round and subtract."

Estimate. Round to the nearest 10 and subtract. 1.

(3 − 41

70 − 40 30

)( − 24

70 − 20 50

31 − 19

30 − 20 10

4+ − 2)

50 − 30 20

93 − 39

90 − 40 50

+) − 4(

90 − 50 40

5+ − 49

60 − 50 10

21 − 14

20 − 10 10

Ask: When is an estimate enough? When do we need the exact number?

Estimate. Round to the nearest 100 and subtract. 9.

932 − 294

900 − 300 600

10.

512 − 40)

500 − 400 100

11.

+33 − 2+9

800 − 300 500

12.

)(5 − 41)

700 − 400 300

13.

((2 − 143

800 − 100 700

14.

495 − 32)

500 − 300 200

15.

2+1 − 133

300 − 100 200

16.

3)( − 229

400 − 200 200

Quick Check

17. There are 53 blocks in the basket. Paul spills 17 blocks on the floor. About how many blocks are in the basket now?

18. Mrs. Jones has 536 pencils in her cabinet. She passes out 292 pencils to her students. About how many pencils are left in the cabinet?

About 30 blocks

CH A LLENG E

About 200 pencils

Round to the nearest 100 and subtract. Round to the nearest 10 and subtract. Then subtract to find the actual answer. Which estimate is closer to the actual answer?

)45 − 1(2

Round to the nearest 10 or 100 to solve.

Have students round both numbers before subtracting. Check that they explain why the answer is close but not exact.

600 650 645 − 200 − 170 − 172 400 480 473

Rounding to the nearest ten is closer to the actual answer.

Level C

| Chapter 4 - 7

| Lighthouse M ATH

Game Part 2: Directions Difference Auction Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one subtraction card and choices.

Teams round, subtract, and bid on the closest choice.

A correct estimate wins the auction point.

Lesson Goal

4 - 8 | Chapter Review

Review subtraction, regrouping, subtracting across zeros, and estimating differences.

LE T’S R EVI EW Subtracting Numbers

Subtracting Across Zeros

Estimating Differences

Subtract from right to left. Regroup if needed.

First regroup the hundreds. Then regroup the tens.

Round each number and then subtract.

0 14

9 1 10 10

Teach It Board: Write one subtraction problem with regrouping and one with zeros.

145 − )2 )3

−

)) 48

−

8( 5( 3(

−

(2 59 13

−

)5 53 12

T RY I T TOGE THER

Show: Ask students to name the strategy before solving.

Subtract.

Say: "Subtract from right to left. Regroup only when needed."

Show: For zeros, regroup from the next place that has value.

2(( − )2 128

+2 21 61

−

9) 59 37

−

135 2( 108

−

29) 91 205

13.

19.

Try: Ask if the problem needs an exact answer or an estimate. 94

+0 3+ 42

−

+1 30 51

−

41 1( 24

−

14.

2(4 − 1)0 114

20.

935 − 55+ 377

43 12 31

10.

−

15.

3+5 − 245 140

21.

449 − 2(4 175

Level C

| Chapter 4 - 8

(0 53 17

−

2( 1) 11

11.

−

16.

)5( − 539 118

17.

22.

+42 − 394 448

23.

9( 3+ 59

−

3+ 24 14

12.

−

9)4 − 334 630

18.

9+) − 405 581

)00 15 585

24.

50( − 213 294

−

| Lighthouse M AT H

Game Part 1: Materials + Setup Subtraction Strategy Quest Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make three stations: subtract, zeros, estimate.

Place mixed problem cards at each station.

Teams need one correct card from every station.

Practical Story

4-8 Name

Say: "A teacher is checking supplies after a school event. Some counts need exact subtraction, and some only need an estimate for a quick report."

Subtract. 1.

)) 23 43

−

152 )5 87

−

103 42 61

14.

−

(42 − 1)1 581

20.

13.

19.

52 21 31

−

343 )) 277

−

200 3+ 162

15.

−

495 − 33) 159

21.

(+ 3) 42

−

332 3+ 294

10.

−

350 +5 265

16.

−

2)1 − 191 70

22.

5+ 49 9

−

52( ++ 439

11.

−

509 (9 430

17.

−

35( − 239 118

23.

25 19 6

−

)23 3( 586

12.

−

(00 54 646

18.

−

33( − 259 78

24.

−

() 5( 19

−

454 93 361

−

400 92 308

Ask: How do we choose the right subtraction strategy?

+3+ − 239 599

Quick Check

25.

+3 − 39

80 − 40 40

26.

+( − 49

90 − 50 40

27.

53 − 49

50 − 50 0

28.

22 − 14

20 − 10 10

+43 − 2(9

800 − 300 500

32.

)(5 − 41)

700 − 400 300

Estimate. Round to the nearest 100 and subtract. 29.

911 − 2+)

900 − 300 600

30.

530 − 409

500 − 400 100

31.

Read the problem. Find the answer. 33. There are 89 pages in a book. Sara read 53 pages. How many pages does she have left to read?

34. There are 600 toy cars in the collection. 387 of them are red. How many of the cars are not red?

36 pages

Level C

Estimate. Round to the nearest 10 and subtract.

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

213 cars

| Chapter 4 - 8

| Lighthouse MAT H

Game Part 2: Directions Subtraction Strategy Quest Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student picks a card and names the strategy.

The student solves it and explains any regrouping.

Team completes the quest when all stations are solved.

4 - 9 | Cumulative Review

Solve. 1.

18 − 9 9

8 1 7

14 − 7 7

14.

5 6 11

20.

8 + 5 13

26.

32.

−

5 1 4

38.

−

6 3 3 4 3 7

44.

8 + 7 15

50.

18 − 9 9

56.

7. −

13.

19. +

25.

31.

37.

43.

49.

55.

4 + 8 12

16 − 7 9

15.

−

6 2 4

21.

−

7 3 4

27.

5 1 6

33.

4 2 6

39.

−

9 7 2 6 4 10

45.

51.

−

5 2 3

6 + 7 13

57.

Level C

4 + 9 13

12 − 4 8

10.

16.

−

11 6 5

22.

−

11 8 3

12 − 3 9

28.

34.

−

7 4 3

40.

−

2 1 1 7 8 15

46.

8 + 6 14

52.

4 + 6 10

58.

| Chapter 4 - 9

9 + 7 16

11 4 7

7 1 8

11.

13 − 6 7

12.

13 − 7 6

12 − 9 3

17.

10 − 9 1

18.

3 1 4

23. +

1 3 4

24.

−

8 6 2

6 + 7 13

29. −

11 9 2

30.

−

9 8 1

−

8 7 1

2 + 8 10

35.

7 + 5 12

36. +

5 3 8

41. +

2 3 5

42.

−

8 2 6

3 4 7

17 8 9

47. +

5 7 12

48.

−

11 7 4

10 − 3 7

53.

54.

−

8 4 4

4 4 8

15 − 7 6

59.

60.

6 3 9

−

7 3 4

| Lighthouse MATH

−

7 2 5

4-9 Name

Add. 1.

2( 54 81

4( 3( 84

14 () 90

)1 30 91

15.

−

4( 25 22

21.

−

50 2( 23

25( + 5(5 832

253 + (01 954

1) 55 71

11+ + 5+3 701

10.

3+9 + 15( 546

11.

322 + 303 625

12.

21 43 64

1(4 + 559 733

16.

922 − )(3 249

17.

(43 − 5)( 176

18.

−

(1 1( 54

9)9 − 452 517

22.

951 − )9 882

23.

)25 − 144 481

24.

−

9) 45 51

520 − 3(2 148

Subtract. 13.

14.

−

+2 2+ 54

20.

−

90 30 60

19.

25.

348

Which digit is in the ones place? 8

26.

492

Which digit is in the tens place? 9

27.

476

Which digit is in the hundreds place? 4

28.

943

Which digit is in the hundreds place? 9

29.

3,284

Which digit is in the thousands place? 3

30.

6,739

Which digit is in the hundreds place? 7

31.

4,365

Which digit is in the hundreds place? 3

32.

8,342

Which digit is in the thousands place? 8

33.

9,621

Which digit is in the ones place? 1

34.

6,395

Which digit is in the tens place? 9

Level C

| Chapter 4 - 9

| Lighthouse MATH

Find the digit.

5 C H A P T E R

In Chapter 5 we will learn about

Money It is important to understand how to read, write, count, and use money. In this chapter, we will apply what we have learned in previous chapters to money. • We will name coins and dollar bills. • We will write money amounts. • We will skip count to count up money amounts. • We will add money. • We will subtract money.

Lesson Goal

5 - 1 | Money: Dollars and Coins

Name common coins and bills and know their values.

LE T’S LE A RN We count money with dollars and cents. Each dollar is worth 100 cents.

Teach It Board: Write: penny, nickel, dime, quarter, $1

1-dollar bill = 100 cents

penny = 1 cent

Show: Show each coin or a picture of each coin.

Try: Hold up a coin and have students name it.

dime = 10 cents

quarter = 25 cents

Name the coin and how much money it’s worth. 1.

nickel © Lighthouse Curriculum. Copying strictly prohibited.

Say: "One dollar is the same as 100 cents."

nickel = 5 cents

100-dollar bill = 100 dollars

T RY I T TOGE THER

Say: "Each coin has a name and a value." Show: Point to a dime and say 10 cents. Point to a quarter and say 25 cents.

10-dollar bill = 10 dollars

cents

five

penny one

cents

quarter

cent

twenty-fivecents

How much money? 5.

ten

dollars

cents

six

cents

Teacher Notes Distribute coins and bills to students. Call out and review the names of the coins and bills together. Have students discuss the similarities and differences they notice between the coins and bills. Then, call out, “Ten cents,” and have students hold up the corresponding coin. Call out, “One dollar,” and have students hold up the corresponding bill. Repeat by calling out the names of all the coins and different amounts of money.

100

Level C

| Chapter 5 - 1

| Lighthouse MAT H

Game Part 1: Materials + Setup Coin Call Relay Materials:

coin cards or play money, price cards, student boards, pencils

Setup: 1

Give each team coin cards or real coins.

Make value cards: 1 cent, 5 cents, 10 cents, 25 cents, $1.

Place the value cards across the room or board.

Practical Story

5-1 Name

Say: "A student wants to buy a pencil at the school store. Before the student can pay, they need to know which coins they have and what each one is worth."

Write the name of each coin. 1.

penny

quarter

dime

How much money? 6.

10.

three

13.

cents

14.

five

fifty

cents

Write the name of each coin. 16. The largest size coin

Quick Check

twenty dollars

15.

forty

dollars

Ask: Which coin is worth 10 cents? Which coin is worth 25 cents?

dollar

12.

ten

dollars

one

cents

11.

five

cents

five

twenty-five cents

dollars 9.

17. The coin that is worth the least

18. The smallest size coin

penny

dime

Hold up one coin or bill and ask its value. Check that students answer in cents or dollars correctly before counting.

Write the name and value of the coin.

CH A LLENG E

I am worth more than a penny, but less than a dime. I am bigger than both.

Level C

| Chapter 5 - 1

nickel

5 cents

| Lighthouse M AT H

101

Game Part 2: Directions Coin Call Relay Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Call a coin name or value.

One student matches the coin to the correct value card.

A correct match earns the team a store token.

Lesson Goal

5 - 2 | Writing Money Amounts

Write money with a dollar sign and decimal point.

LE T’S LE A RN

decimal point

We can use the cent sign, ¢, to show the number of cents. We can use the dollar sign, $, to show the number of dollars and cents.

Teach It

dollars

Board: Write: 1 dollar and 23 cents 1 dollar and 23 cents $1 and 23¢ $1.23

Show: Write it as $1.23. Say: "The dollars go before the decimal point. The cents go after it."

100¢

cents

$0.10

$0.01

10¢

1¢

Write each amount. Use a dollar sign and a decimal point. 1.

Try: Write 2 dollars and 31 cents together.

cents

T RY I T TOGE THER

Show: Show $0.43 for 43 cents. Say: "If there are no dollars, we write zero dollars."

$1.00

$0.43

$2.31

$0.64

$3.12

Teacher Notes Distribute coins and bills to students. Tell students that to find the value of dimes and pennies, skip count by tens for dimes and then count on by ones for pennies. Tell students to make $1.27 using bills, dimes, and pennies. Have students show a partner to check their work. Repeat for the values $1.83 and $1.52.

102

Level C

| Chapter 5 - 2

| Lighthouse MAT H

Game Part 1: Materials + Setup Money Code Cards Materials:

coin cards or play money, price cards, student boards, pencils

Setup: 1

Make word cards, such as 3 dollars and 12 cents.

Give teams boards and markers.

Tell students every amount must be written as a money code.

Practical Story

5-2 Name

Say: "The school store price tag says 1 dollar and 23 cents. To write it on an order sheet, the worker writes $1.23."

Write each amount. Use a dollar sign and a decimal point. 1.

$2.35

$3.32

Ask: Where do the dollars go? Where do the cents go?

$0.48

$0.81

Quick Check Ask students where the dollars and cents go. Check for the dollar sign, decimal point, and two cent digits.

$4.33

$3.21

$2.45

$1.81

Write the amount. Use a dollar sign and a decimal point.

CH A LLENG E

Jake has 3 dollar bills, 4 pennies, and 15 dimes. How much money does he have?

Level C

| Chapter 5 - 2

$4.54

| Lighthouse M ATH

103

Game Part 2: Directions Money Code Cards Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one word card.

Teams write the money amount with $ and a decimal point.

First correct money code earns the price tag.

Lesson Goal

5 - 3 | Counting Money

Count money by grouping coins and bills, starting with the greatest value.

LE T’S LE A RN To count a pile of money, sort the coins and bills into piles of the same type. Start counting the group worth the most money. Skip count to add the amounts quickly.

Teach It Board: Write: Sort. Count largest first. Show: Group bills, quarters, dimes, nickels, and pennies.

Show: Count dollars first, then quarters, then dimes, then ones. Say: "Start with the coin or bill worth the most." Try: Count $1, 2 quarters, 2 dimes, and 1 penny together.

21, 22, 23 dollars

23 dollars and 25, 50 cents

23 dollars and 60, 70, 80, 90 cents

23 dollars and 91, 92, 93 cents

We say 23 dollars and 93 cents. We write $23.93.

T RY I T TOGE THER © Lighthouse Curriculum. Copying strictly prohibited.

Say: "Counting is easier when the same coins are together."

Count: 10, 20 dollars

Write each amount. Use a dollar sign and a decimal point. 1.

$3.51

$1.41

$10.26 Teacher Notes Distribute 1 dollar bill, 2 dimes, 1 penny, and 2 quarters to each student. Tell students to group similar bills and coins together. Then, tell students to put the coins in order from greatest to least value. Ask students to share what order they put their bills and coins in (1 dollar bill, 2 quarters, 2 dimes, and 1 penny). Next direct students to count on. Remind students to skip count by 25s for quarters, 10s for dimes, and 1s for pennies. Ask students to share the total amount ($1.71).

104

Level C

| Chapter 5 - 3

| Lighthouse MAT H

Game Part 1: Materials + Setup Cash Counter Race Materials:

coin cards or play money, price cards, student boards, pencils

Setup: 1

Make small money piles with bills and coins.

Give each team a sorting mat.

Tell students they must sort before counting.

Practical Story

5-3 Name

Say: "A student empties their pocket after shopping. If the student sorts the coins first, they can count the money faster and avoid missing a coin."

Write each amount. Use a dollar sign and a decimal point. 1.

$2.61

$0.92

$11.41

$4.38

Ask: Why should we count the largest value first?

$2.01

Quick Check

$10.41

$12.19

$3.53

Have students sort coins before counting. Check that they count larger values first and keep cents separate from dollars.

Write the amount. Use a dollar sign and a decimal point.

CH A LLENG E

Tim has 1 dollar bill, 1 quarter, 3 dimes, and 4 pennies. How much money does he have?

Level C

| Chapter 5 - 3

$1.59

| Lighthouse M ATH

105

Game Part 2: Directions Cash Counter Race Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams take one money pile and sort it.

They count from greatest value to least value.

Correct total plus neat sorting earns a cashier point.

Lesson Goal

5 - 4 | Adding Money

Add money by lining up dollars, cents, and decimal points.

LE T’S LE A RN We can add money by lining up the dollars and cents.

Teach It

David buys apples for $1.19 and bananas for $2.56. How much does the fruit cost in all?

Board: Write: $3.84 + $2.13 Show: Line up the decimal points.

Add $1.19 and $2.56. Line up the decimal points. Add the cents. Regroup if needed. Add the dollars. Regroup if needed. Move the decimal point down. Add the dollar sign.

Say: "Dollars line up with dollars. Cents line up with cents." Show: Add cents first, then dollars.

Try: Add $1.19 + $2.56 together.

Cents 1

$ ( . 5 ) $ 1 . 1 9 $ + . 7 5

The fruit costs $3.75 in all.

Say: "Bring down the dollar sign and decimal point."

Dollars

T RY I T TOGE THER Add. 1.

$ 1.8 1 + $ $.1 4 $ 1.9 5 1 $ 7.9 4 + $ 1.( 1 $ 9. 15

$ (.+ + + $ 1.( 1 $ 3. 54 1 $ ).8 $ + $ 1.5 $ $ 8. 30

1 $ $.( 5 + $ +.9 4 $ 4. 1$ 1 1 $ +.8 ) + $ +.4 5 $ 7 . 31

1 1 $ 5.4 5 + $ (.7 7 $ 8. 22

$ (.$ + + $ (.1 + $ 4. 16

$ +.) 7 + $ 1.( $ $ 4. 87

10.

$ 1.+ 1 + $ 1.( + $ 2. 54

Teacher Notes Write $3.84 + $2.13 on the board. Show students how to line up the dollars and cents by the decimal points. Tell students to start adding the cents first and work from right to left. Complete the addition on the board. Show students how to bring down the dollar sign and the decimal point. Continue with more examples as needed.

106

Level C

| Chapter 5 - 4

| Lighthouse MAT H

Game Part 1: Materials + Setup Snack Shop Total Materials:

coin cards or play money, price cards, student boards, pencils

Setup: 1

Make snack price cards with dollar amounts.

Give each pair a receipt board.

Tell students each receipt needs two items added.

Practical Story

5-4 Name

Say: "At the store, a student buys apples for $1.19 and bananas for $2.56. The cashier lines up the decimals to find the total cost."

Add. 1.

$(.59 $1.8+ $$.$2

$5.14 $1.41 +6.55

$4.(4 $1.(1 +5.45

12.

11.

$1.(9 $$.(8 +1.57

$).77 $1.14 +7.$1

$1.94 $7.5$ +$.44

13.

$).75 $(.78 +$.53

$+.55 $+.41 +6.$6

$+.5$ $1.(5 +4.75

14.

$5.58 $(.(1 +7.7$

$(.1+ $1.48 +3.61

10.

$(.47 $$.5( +2.$$

15.

$1.9) $$.$( +1.$8

$7.++ $1.7+ +$.06

$).79 $1.15 +7.$4

Ask: What can go wrong if the decimal points are not lined up?

Rewrite and add.

17. $3.42 + $1.99 =

$1.91 $2.26 $$.17

19. $0.25 + $0.58 = +

+3.42 +1.$$ +5.41

20. $1.97 + $6.56 =

+0.25 +0.58 +0.83

+1.$7 +6.56 +8.53

Quick Check

18. $1.47 + $5.38 = +

+1.47 +5.38 +6.85

21. $7.95 + $1.33 = +

+7.$5 +1.33 +$.28

Read the problem. Find the answer. 22. Jacob buys a bagel for $2.25 and a drink for $1.99. How much does he spend in all?

23. Ben bought two toys. One toy was $1.52. The other toy was $4.27. How much did Ben spend in all?

$4.24

CH A LLENG E

$5.79

16. $1.91 + $2.26 =

Have students line up the decimal points before adding. Check that cents regroup into dollars when needed.

$19.71 + $2.99 = $22.70

Add.

Level C

| Chapter 5 - 4

| Lighthouse M ATH

107

Game Part 2: Directions Snack Shop Total Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Pairs choose two snack cards.

They line up the decimals and add the total.

A correct receipt earns a checkout point.

Lesson Goal

5 - 5 | Subtracting Money

Subtract money by lining up dollars, cents, and decimal points.

LE T’S LE A RN We can subtract money by lining up the dollars and cents.

Teach It

Eli has $8.50. He buys flowers that cost $6.44. The extra money he gets back is called change. How much change does he get back?

Board: Write: $8.50 $6.44

Subtract $8.50 − $6.44.

Show: Line up the decimal points.

Line up the decimal points. Subtract the cents. Regroup if needed. Subtract the dollars. Regroup if needed. Move the decimal point down. Add the dollar sign.

Say: "Start with the cents, just like ones."

4 10

$ 8 . 5 $ $ ) . 4 4 $ ( . $ )

T RY I T TOGE THER © Lighthouse Curriculum. Copying strictly prohibited.

Try: Subtract $3.72 $2.21 together.

Cents

Eli gets $2.06 change back.

Show: Regroup if there are not enough cents. Say: "The answer is the change left over."

Dollars

Subtract. 1.

6 11 $ 5.7 1 , $ +.1 + $ 2 .5 8

$ 5.1 9 , $ 1.1 1 $ 4. 08

$ (.5 + , $ 1.+ ( $ 1 . 21 3 13 $ 8.4 + , $ 1.1 8 $ 7 . 25

$ 1.( 5 , $ $.1 ( $ 1 . 13

$ 1.1 7 , $ 1.$ 5 $ 0. 12

3 12 $ 5.4 ( , $ +.( 7 $ 2. 15

$ (.5 8 , $ 1.1 + $ 1 . 45

10.

$ +.9 7 , $ (.( $ $ 1 . 77 4 12 $ 9.5 ( , $ 1.( + $ 8. 2$

Teacher Notes Write $3.72 , $2.21 on the board. Show students how to line up the dollars and cents by the decimal points. Tell students to start by subtracting the cents first and work from right to left. After subtracting cents, subtract the dollars. Show students how to bring down the decimal and the dollar sign in their answer.

108

Level C

| Chapter 5 - 5

| Lighthouse MAT H

Game Part 1: Materials + Setup Change Maker Materials:

coin cards or play money, price cards, student boards, pencils

Setup: 1

Make wallet cards and item price cards.

Give teams a change board with dollar and cent columns.

Tell students they are store cashiers.

Practical Story

5-5 Name

Say: "A student has $8.50 and buys flowers for $6.44. To know their change, the student lines up the money amounts and subtracts."

Subtract. 1.

$(.+( $1.51 $0.81

$9.(( $1.$8 +8.14

$4.$$ $+.(7 +0.73

12.

11.

$(.55 $$.+4 +2.21

$1.74 $1.)7 +0.07

$).(+ $5.99 +0.24

13.

$8.(1 $4.15 +4.06

$1$.(5 $1.14 +$.11

$4.$( $1.41 +2.61

14.

$1.99 $1.8( +0.17

$(.$$ $1.1+ +0.87

10.

$(.58 $1.1+ +1.45

15.

$+.$$ $1.(5 +1.75

$9.5( $1.(+ +8.2$

$5.$$ $4.+$ +0.70

Ask: Why is change a subtraction problem?

Rewrite and subtract.

−

17. $1.40 , $1.01 =

$1.80 $1.19 $0.61

−

19. $7.00 , $0.25 = −

+1.40 +1.01 +0.3$

20. $9.12 , $6.99 =

+7.00 +0.25 +6.75

−

+$.12 +6.$$ +2.13

Quick Check

18. $7.25 , $5.17 = −

+7.25 +5.17 +2.08

21. $7.97 , $1.99 = −

+7.$7 +1.$$ +5.$8

16. $1.80 , $1.19 =

Read the problem. Find the answer. 22. Marc had $5.78. He spent $2.89. How much money does he have left?

23. A teddy bear cost $9.97 in one store and $6.18 in another store. How much more does the teddy bear cost in the first store?

$2.89

$3.79

CH A LLENG E

Subtract.

Level C

Have students line up the decimal points before subtracting. Check that they regroup from dollars to cents when needed.

$17.00 , $0.21 = $16.79

| Chapter 5 - 5

| Lighthouse M AT H

109

Game Part 2: Directions Change Maker Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams draw one wallet card and one item card.

They subtract the price from the money in the wallet.

Correct change earns a cashier badge.

Lesson Goal

5 - 6 | Chapter Review

Review coin values, writing money, counting money, and adding or subtracting money.

LE T’S R EVI EW Counting Money

Sort the coins, then skip count. Write the amount with a dollar sign and decimal point.

Teach It = $20.51

Board: Write one example for each money skill.

Count: 10, 20 dollars

Show: Ask students to name the skill before solving.

Dollars

Try: Ask if the problem is asking for a total or change.

20 dollars and 51 cents

Adding Money

Say: "Money must be lined up carefully." Show: For coins, sort first. For written money, line up decimals.

20 dollars and 25, 50 cents

Subtracting Money

Cents

Dollars

Cents 4 10

$ 1 . 1 9 $ ( . 5 ) $ + . 7 5

$ 8 . 5 $ $ ) . 4 4 $ ( . $ )

T RY I T TOGE THER Write each amount. Use a dollar sign and a decimal point. 1.

$0.58

$2.21

$0.64

$2.41

110

Level C

| Chapter 5 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Money Market Quest Materials:

coin cards or play money, price cards, student boards, pencils

Setup: 1

Make stations: name coins, write money, count, add, subtract.

Place one money task at each station.

Teams need one correct task from every station.

Practical Story

5-6 Name

Say: "A class store needs students to read prices, count coins, add totals, and give change. Each job uses money in a different way."

Solve. 1.

$4.(4 $+.(1 +7.45

$5.(9 $4.(7 +1.02

$1.84 $).1$ +7.$4

$9.(+ $8.1$ +1.13

$+.55 $1.(5 +4.80

$7.5( $4.41 +3.11

$+.1) $$.5( +3.68

$7.58 $5.1+ +2.45

10.

$$.71 $$.15 +0.86

$8.)7 $4.+$ +4.37

Ask: Which money skill do we need for this problem?

Rewrite and solve. 11. $4.31 + $2.36 = +

+4.31 +2.36 +6.67

14. $1.55 , $1.32 = −

12. $3.92 + $1.01 = +3.$2 +1.01 +4.$3

15. $11.41 , $10.51 =

+1.55 +1.32 +0.23

+11.41 − +10.51 +0.$0

13. $5.47 + $5.32 = +

+5.47 +5.32 +10.7$

Quick Check

16. $6.25 , $5.17 = −

+6.25 +5.17 +1.08

17. Jeff buys a box of pencils for $2.75 and a box of erasers for $2.39. How much money does he spend in all?

Solve. 18. Amy has $10.00 and buys fruit for $6.85. How much money does she have left?

$5.14

$3.15

19. Mark has $15.00. He wants to buy a toy that costs $11.85. How much money will he have left if he buys the toy?

20. Rose spends $6.25 on a ticket to the aquarium and buys a snack for $3.75. How much money does Rose spend in all?

$3.15

$10.00

Level C

| Chapter 5 - 6

| Lighthouse M AT H

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

111

Game Part 2: Directions Money Market Quest Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student picks a station card and names the skill.

The student solves it and explains the money setup.

Team finishes the market when all stations are complete.

5 - 7 | Cumulative Review

Solve. 1.

9 3 6

7 1 8

7 + 6 13

14.

12 , 6 6

20.

9 + 6 15

26.

5 2 7

32.

7 + 9 16

38.

7 5 2

44.

3 + 7 10

50.

14 , 6 8

56.

13.

19.

25.

31.

37.

43. ,

49.

55.

112

1 3 4

14 , 5 9

6 + 7 13

15.

7 + 7 14

21.

27.

9 6 3

33.

11 4 7

15 , 9 6

39.

8 2 10

45.

51.

8 3 5

5 + 8 13

57.

10 , 7 3

14 , 8 6

10.

4 3 7

11 6 5

13 , 6 7

11.

16.

14 , 9 5

3 2 5

22.

6 + 9 15

28.

9 8 1

34.

4 + 8 12

40.

9 7 16

46.

52.

6 5 11

12 , 6 6

58.

Level C

| Chapter 5 - 7

17 , 9 8

7 + 5 12

12.

17.

3 + 9 12

18.

16 , 8 8

14 , 7 7

23.

24.

3 6 9

12 , 4 8

29. ,

8 6 2

30.

1 5 6

4 1 5

35. ,

11 9 2

36.

3 1 4

7 + 3 10

7 + 8 15

41.

42.

1 6 7

5 6 11

9 1 8

47. ,

6 3 3

48.

4 2 6

53. ,

5 2 3

54.

5 3 8

6 + 4 10

59.

11 + 4 15

60.

9 2 7

8 3 5

| Lighthouse MATH

6 5 1

1 8 9

5-7 Name

Add. 1.

(9 (7 56

(4 45 69

191 + )7( 863

445 + +() 771

94 )) 28

14.

511 , +11 200

20.

18 )) 84

+8$ + 5$1 881

8$ )( 18

15.

)47 , +51 296

21.

(5 +1 56

10.

+58 + +19 677

7$ 5( 18

16.

955 , 4)( 493

22.

49 +( 81

11.

+4$ + )15 955

12.

((9 + 411 640

84 4$ 44

17.

88 51 37

18.

7( 59 13

587 , ++( 255

23.

8+) , +17 519

24.

5$ +5 85

Subtract. 13. ,

19.

98( , 74( 240

25. 2, 4, 6 , 8 , 10

26. 14, 16, 18 , 20 , 22

Skip count by two. Write the next numbers. 27. 40, 42, 44 , 46 , 48

Skip count by five. Write the next numbers. 28. 5, 10, 15 , 20 , 25

29. 35, 40, 45 , 50 , 55

30. 80, 85, 90 , 95 , 100

Skip count by ten. Write the next numbers. 31. 10, 20, 30 , 40 , 50

32. 120, 130, 140 , 150 , 160

Level C

| Chapter 5 - 7

| Lighthouse MATH

33. 400, 410, 420, 430, 440

113

6 C H A P T E R

114

In Chapter 6 we will get an

Introduction to Multiplication Multiplication is repeated addition. We use multiplication when we want to add equal groups again and again. • We will write repeated addition sentences for equal groups. • We will draw arrays and write multiplication sentences for equal groups. • We will multiply by 1, 2, 3, 4, 5, and 10.

115

Lesson Goal

6 - 1 | Equal Groups and Repeated Addition

Show multiplication as equal groups and repeated addition.

LE T’S LE A RN Equal groups have the same number in each group. We can use repeated addition to find the total.

Teach It Board: Write: 3 groups of 4

1 box of 7 crayons

2 boxes of 7 crayons

3 boxes of 7 crayons

7 + 7 = 14

7 + 7 + 7 = 21

Show: Draw 3 circles. Put 4 dots in each circle. Say: "Each group must have the same amount." Show: Write: 4 + 4 + 4 = 12.

Try: Make 4 groups of 2 together.

5 boxes of 7 crayons

7 + 7 + 7 + 7 = 28

7 + 7 + 7 + 7 + 7 = 35

T RY I T TOGE THER © Lighthouse Curriculum. Copying strictly prohibited.

Say: "Repeated addition means we add the same number again and again."

4 boxes of 7 crayons

Fill in the correct number. 1.

3. 2 pies with 8 slices

6 pies with 8 slices 4.

3 boxes of 4 cookies

8 pies with 8 slices

3 boxes of 6 cookies

3 boxes of 12 cookies

Teacher Notes Explain that equal groups must have the same number in each group. Have students make equal groups with counters or other classroom objects.

116

Level C

| Chapter 6 - 1

| Lighthouse MAT H

Game Part 1: Materials + Setup Equal Group Grab Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Give teams counters and group cards, such as 3 groups of 4.

Put empty group circles on each team board.

Tell students every group must match.

Practical Story

6-1 Name

Say: "A teacher gives 4 pencils to each table. There are 3 tables. Instead of counting every pencil one by one, we can count equal groups."

Write a repeated addition sentence. Find the total. 1.

3 + 3 + 3 + 3 + 3 = 15 fingers

6 + 6 + 6 + 6 = 24 bottles

5 + 5 + 5 + 5 + 5 + 5 = 30 flowers

Ask: How many groups? How many in each group?

2 + 2 + 2 = 6 wheels

Draw a picture. Write a repeated addition sentence. Find the total. 5. 4 fish bowls with 3 fish

9 + 9 + 9 = 27 marbles

8. 4 cartons with 6 eggs

5 boxes with 2 donuts

2 + 2 + 2 + 2 + 2 = 10 donuts

CH A LLENG E

3 + 3 + 3 + 3 = 12 fish

Quick Check

6. 3 bags with 9 marbles

If you have 7

Level C

6 + 6 + 6 + 6 = 24 eggs

, how much money do you have?

| Chapter 6 - 1

Ask students to identify the number of groups and the amount in each group. Check that every group is equal before they add.

35¢

| Lighthouse M AT H

117

Game Part 2: Directions Equal Group Grab Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one group card.

Teams build the equal groups and write repeated addition.

Correct groups plus total wins the round.

Lesson Goal

6 - 2 | Multiplication and Arrays

Use rows and columns to show multiplication facts.

LE T’S LE A RN An array can help us see equal groups. We can write a multiplication sentence.

Teach It Board: Write: 3 rows of 5

Equal Groups

Array

Multiplication Sentence

4 types of chocolate with 5 of each type

5 Columns

Four times five equals twenty.

factor

product

There are 20 chocolates.

T RY I T TOGE THER Fill in the correct numbers.

Show: Write: 3 x 5 = 15.

Try: Build 2 rows of 6 together.

factor

5 + 5 + 5 + 5

Say: "An array has equal rows and equal columns."

Say: "Rows help us count the total quickly."

4 × 5 = 20

4 Rows

Show: Draw an array with 3 rows and 5 in each row.

4 + 4 + 4 + 4 + 4 + 4 = 24 6 times 4 = 24 6 × 4 = 24 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 24 8 times 3 = 24 8 × 3 = 24

4 + 4 + 4 = 12 3 times 4 = 12 3 × 4 = 12

5 + 5 + 5 + 5 + 5 = 25 5 times 5 = 25 5 × 5 = 25

Teacher Notes An array can help organize objects so we can quickly figure out how many there are. Ask students if they notice any equal groups in the array. Tell students that when we have equal groups, we multiply the number of rows by the number of columns to find the total. To show multiplication, we write the times sign (x). The numbers that are multiplied are called factors, and the answer is called the product.

118

Level C

| Chapter 6 - 2

| Lighthouse MAT H

Game Part 1: Materials + Setup Array Architect Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Give teams grid paper or square tiles.

Make array cards with rows and columns.

Tell students they are building seating plans.

Practical Story

6-2 Name

Say: "A class is setting chairs in rows for a program. If there are 3 rows with 5 chairs in each row, an array helps count the seats."

Shade in boxes to make an array. Count to find the total.

3×4

7×1

4×6

4. 2 × 6

Ask: What are the rows? What is in each row?

Quick Check

Draw an array. Solve.

20 cookies

6. Tim is planting a garden. He plants 3 rows of bell peppers and puts 6 pepper plants in each row. How many plants does he plant?

18 plants

A chocolate bar has 8 squares in each row. There are 4 rows. How many squares are there?

Have students point to rows and columns. Check that the multiplication fact matches the array they built. © Lighthouse Curriculum. Copying strictly prohibited.

5. Jay is baking cookies. His cookie sheet has 5 rows of cookies with 4 cookies in each row. How many cookies are on the cookie sheet?

32 squares

There are 24 desks in the classroom. Make 3 different arrays to show how the desks could be arranged.

CH A LLENG E

Level C

| Chapter 6 - 2

| Lighthouse M ATH

119

Game Part 2: Directions Array Architect Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one array card.

Teams build the array and write the multiplication fact.

First correct plan earns an architect point.

Lesson Goal

6 - 3 | Multiplying by Two

Multiply by 2 by thinking of pairs or doubles.

LE T’S LE A RN

Teach It

There are 4 pairs of shoes.

Board: Write: 2 x 6 = __

4 2

Show: Draw 6 pairs or 6 groups of 2.

2 2×4=8

Say: "Multiplying by 2 is the same as counting pairs."

4×2=8

T RY I T TOGE THER

Show: Count: 2, 4, 6, 8, 10, 12.

Write the number of eyes in the picture. 1.

Say: "Two times a number means double it." Try: Find 2 x 8 together.

2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 18 9 × 2 = 18 2 × 9 = 18

2 + 2 + 2 + 2 + 2 + 2 = 12 6 × 2 = 12 2 × 6 = 12

Draw a picture or an array to solve. 3.

7 × 2 = 14

4. 2 × 5 = 10

5. 2 × 8 = 16

6. 3 × 2 = 6

Teacher Notes Write 2 × 5 on the board. This can be read as two times five, but it can also mean two, five times. Explain that when multiplying by twos, we can “skip count.” Count up by two five times: 2, 4, 6, 8, 10. Another way to think of multiplying by two is as “doubles.” 2 × 5 is the same as double 5 or 5 + 5.

120

Level C

| Chapter 6 - 3

| Lighthouse MAT H

Game Part 1: Materials + Setup Pair Parade Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make cards from 2 x 1 through 2 x 10.

Give teams counters that must be placed in pairs.

Tell students every answer must be shown as pairs.

Practical Story

6-3 Name

Say: "The class needs 2 cookies for each student. If 6 students are at a table, the teacher can count by twos to know how many cookies are needed."

Multiply by 2. 1.

2 × 8 = 16

2×4= 8

3×2= 6

4. 1 × 2 = 2

5. 2 × 2 = 4

6. 9 × 2 = 18

10 × 2 = 20

8. 2 × 5 = 10

9. 2 × 1 = 2

10. 2 × 6 = 12

11. 2 × 10 = 20

12. 2 × 7 = 14

double it. To multiply a number by 2, you can Double 6 is 12. So, 2 × 6 = 12.

Multiply. 14.

2 9 18 2 6 12

20.

5 2 10

26.

19.

25.

15.

2 2 4 9 2 18

21.

6 2 12

27.

16.

2 10 20 7 2 14

22.

4 2 8

28.

17.

2 1 2 3 2 6

23.

2 5 10

29.

18.

1 2 2 2 7 14

24.

2 3 6

30.

8 2 16

Ask: Why is counting by twos faster than counting one by one?

2 4 8

Quick Check

2 8 16

13.

Read the problem. Find the answer. 31. A bicycle has 2 wheels. How many wheels do 8 bicycles have?

32. Emily earns $2 for each chore she does. If she does 5 chores, how much money does she earn?

16 wheels

$10

Is a number multiplied by 2 an even or odd number? How do you know?

CH A LLENG E

Level C

| Chapter 6 - 3

Ask students to show pairs or doubles. Check that they count by 2s and can explain the double they used.

Even numbers come in pairs. All numbers multiplied by 2 come in pairs and are even.

| Lighthouse M ATH

121

Game Part 2: Directions Pair Parade Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a fact card.

Teams build the pairs and skip count by 2.

Correct product earns a parade flag.

Lesson Goal

6 - 4 | Multiplying by Five

Multiply by 5 by skip counting by fives.

LE T’S LE A RN

Teach It

There are 3 cakes that each have 5 candles. 5

Board: Write: 5 x 7 = __

5 3

Show: Show 7 nickels or 7 groups of 5.

5 3 × 5 = 15

Say: "When we multiply by 5, we count by fives."

5 × 3 = 15

T RY I T TOGE THER

Show: Count: 5, 10, 15, 20, 25, 30, 35.

Write the number of fingers in the picture. 1.

Say: "The answers for 5s end in 0 or 5." Try: Find 5 x 9 together.

5 + 5 + 5 + 5 + 5 + 5 = 30 6 × 5 = 30 5 × 6 = 30

5 + 5 = 10 2 × 5 = 10 5 × 2 = 10

Draw a picture or an array to solve. 3.

1×5= 5

4. 5 × 4 = 20

5. 5 × 5 = 25

6. 9 × 5 = 45

Teacher Notes Write 1 × 5 on the board. Have students solve. Then, write 2 × 5 and continue with all the numbers through 10. Ask students if they notice a pattern. Tell students that they can skip count by fives when solving five facts. Practice skip counting as a class.

122

Level C

| Chapter 6 - 4

| Lighthouse M AT H

Game Part 1: Materials + Setup Nickel Sprint Materials:

coin cards or play money, price cards, student boards, pencils

Setup: 1

Give teams nickel cards or counters in groups of 5.

Make fact cards for multiplying by 5.

Draw a short race track with 10 spaces.

Practical Story

6-4 Name

Say: "A student saves nickels. Each nickel is 5 cents. If the student has 7 nickels, they can count by fives to know how many cents they have."

Multiply by 5. skip To multiply a number by 5, you can . count by fives that number of times

10 × 5 = 50

5×1= 5

5 × 6 = 30

4. 5 × 3 = 15

5. 5 × 5 = 25

6. 5 × 9 = 45

6 × 5 = 30

8. 5 × 8 = 40

9. 9 × 5 = 45

10. 1 × 5 = 5

11. 3 × 5 = 15

12. 7 × 5 = 35

5×8

5, 10, 15, 20, 25, 30, 35, 40

Ask: What pattern do we hear when we count by fives?

Multiply. 8 2 16

14.

4 5 20

20.

2 9 18

26.

19.

25. ×

5 5 25

15.

7 5 35

21.

5 2 10

27.

2 2 4

16.

10 2 20

22.

7 2 14

28.

2 10 20

17.

5 8 40

23.

3 2 6

29.

2 4 8

18.

5 4 20

24.

2 6 12

30.

2 9 18

2 8 16

2 7 14

Read the problem. Find the answer. 31. A bookcase has 5 shelves. Each shelf has 10 books. How many books are in the bookcase?

32. There are 5 rows of chairs in a classroom, and each row has 8 chairs. How many chairs are there altogether?

50 books

40 chairs

CH A LLENG E

When multiplying by 5, the product always ends in which two digits?

Level C

| Chapter 6 - 4

Quick Check

13.

Ask students to skip count by fives and watch the ones digit. Check that the product ends in 0 or 5.

0 or 5

| Lighthouse MAT H

123

Game Part 2: Directions Nickel Sprint Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a 5s fact card.

Teams skip count by 5 to find the product.

Correct answer moves the team one race space.

Lesson Goal

6 - 5 | Multiplying by Three

Multiply by 3 by skip counting or making groups of 3.

LE T’S LE A RN

Each set has 3 books. There are 6 sets.

Teach It

Board: Write: 3 x 4 = __

Show: Draw 4 groups of 3.

3 × 6 = 18

Say: "Each group has 3. We count by threes."

6 × 3 = 18

T RY I T TOGE THER

Show: Count: 3, 6, 9, 12.

Write the number of wheels in the picture.

Say: "The number of groups tells how many times we count 3."

2. 3+3+3= 9 3×3= 9

Try: Find 3 x 6 together.

3 + 3 + 3 + 3 + 3 + 3 + 3 = 21 7 × 3 = 21 3 × 7 = 21

Draw a picture or an array to solve. 3.

3 × 5 = 15

4. 3 × 4 = 12

5. 8 × 3 = 24

6. 9 × 3 = 27

Teacher Notes Review equal groups, arrays, skip counting, and the terms factor and product using the threes facts. Have students count by threes with you and record the numbers on the board: 3, 6, 9, 12, 15, 18, 21, 24... Add the factors next to each product (3 × 1 = 3; 3 × 2 = 6 etc). Have students draw a picture or array for one of the facts of their choice.

124

Level C

| Chapter 6 - 5

| Lighthouse MAT H

Game Part 1: Materials + Setup Triple Train Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make train cards with 3 seats in each car.

Give teams fact cards for multiplying by 3.

Tell students each train car must be full.

Practical Story

6-5 Name

Say: "Each table gets 3 markers. If there are 4 tables, the teacher can count by threes to know how many markers to bring."

Multiply by 3. 7 × 3 = 21

3 × 5 = 15

2×3= 6

4. 3 × 6 = 18

5. 1 × 3 = 3

6. 3 × 3 = 9

9 × 3 = 27

8. 10 × 3 = 30

9. 3 × 4 = 12

10. 3 × 2 = 6

11. 6 × 3 = 18

12. 3 × 9 = 27

13. 3 × 7 = 21

14. 4 × 3 = 12

15. 8 × 3 = 24

16. 5 × 3 = 15

Ask: How many groups are there? What number are we counting by?

Multiply. 2 1 2

18.

24.

4 2 8 5 9 45

30.

23.

29.

2 2 4

19.

25.

9 5 45 2 9 18

31.

3 3 9

20.

26.

5 2 10 5 7 35

32.

10 5 50

21.

27.

6 2 12 3 10 30

33.

8 2 16

22.

28.

3 8 24 3 4 12

34.

1 5 5

10 3 30

5 5 25

Read the problem. Find the answer. 35. A baker puts 3 chocolate chips on top of every cookie. If he decorates 9 cookies, how many chocolate chips does he use?

36. Each student needs 3 pencils for a test. If there are 7 students, how many pencils are needed in total?

27 chocolate chips

21 pencils

I am an odd number. My factors are 3 and 5. What number am I?

CH A LLENG E

Level C

| Chapter 6 - 5

Quick Check Ask students to make groups of 3 before answering. Check that the number of groups matches the fact. © Lighthouse Curriculum. Copying strictly prohibited.

17.

| Lighthouse M AT H

125

Game Part 2: Directions Triple Train Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one 3s fact card.

Teams build the train cars and count by 3.

Correct product sends the train to the next station.

Lesson Goal

6 - 6 | Review Facts 2, 3, and 5

Review multiplication facts for 2, 3, and 5 and choose a useful strategy.

LE T’S LE A RN Review the times tables.

Teach It

Times Table

Board: Write: 2 x 7, 3 x 7, 5 x 7 Show: Ask which fact family each problem belongs to.

5 Times Table

5×1 = 5 5 × 2 = 10 5 × 3 = 15 5 × 4 = 20 5 × 5 = 25 5 × 6 = 30 5 × 7 = 35 5 × 8 = 40 5 × 9 = 45 5 × 10 = 50

Write the number of carrots in the picture. 3+3+3= 9 3×3= 9

Say: "Choose the strategy before saying the answer."

Times Table

3×1 = 3 3×2 = 6 3×3 = 9 3 × 4 = 12 3 × 5 = 15 3 × 6 = 18 3 × 7 = 21 3 × 8 = 24 3 × 9 = 27 3 × 10 = 30

T RY I T TOGE THER

Say: "First look at the number you are multiplying by." Show: Use pairs for 2, groups of 3 for 3, and skip count by 5 for 5.

2×1 = 2 2×2 = 4 2×3 = 6 2×4 = 8 2 × 5 = 10 2 × 6 = 12 2 × 7 = 14 2 × 8 = 16 2 × 9 = 18 2 × 10 = 20

2 + 2 + 2 + 2 + 2 = 10 5 × 2 = 10 2 × 5 = 10

Draw a picture or an array to solve. 3.

Try: Sort three facts by strategy.

3 × 7 = 21

4. 3 × 4 = 12

5. 6 × 2 = 12

6. 5 × 9 = 45

Teacher Notes Hand out flashcards or small pieces of paper. Have students write all the two, three, and five facts on one side of each card and the answers on the other side. Give students time to practice the facts independently or with a partner.

126

Level C

| Chapter 6 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Fact Family Sort Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make three signs: twos, threes, fives.

Place mixed fact cards face down.

Teams must sort before solving.

Practical Story

6-6 Name

Say: "A teacher is packing supplies. Some tables need pairs, some need 3 markers, and some need 5 stickers. The teacher chooses the counting pattern that matches the group size."

Multiply. 8 × 3 = 24

5 × 4 = 20

4. 1 × 3 = 3

5. 9 × 2 = 18

6. 5 × 1 = 5

3 × 9 = 27

8. 5 × 3 = 15

9. 5 × 5 = 25

10. 4 × 5 = 20

11. 3 × 3 = 9

12. 3 × 7 = 21

13. 2 × 5 = 10

14. 2 × 6 = 12

15. 9 × 3 = 27

16. 3 × 2 = 6

17. ×

23.

7 3 21

18. ×

2 9 18

24.

30.

4 3 12

29.

1 5 5

19.

3 3 9

7 5 35

25.

31.

6 5 30

20. ×

2 7 14

26.

32.

8 5 40

7 2 14

21. ×

5 6 30

27.

33.

3 6 18

8 3 24

22. ×

2 2 4

28.

34.

1 2 2

8 2 16

9 3 27

5 7 35

Read the problem. Find the answer. 35. There are 9 ducks at the park. If each duck has 2 legs, how many duck legs are there in total?

36. There are 6 flowers. Each flower has 5 petals. How many petals are there in all?

18 legs

30 petals

CH A LLENG E

| Chapter 6 - 6

Quick Check Ask which fact family or shortcut fits the problem. Check that students name the strategy before saying the product.

If 3 × 7 is 21, what is 6 × 7?

Level C

Ask: Which strategy fits this fact?

3 × 5 = 15

| Lighthouse M ATH

127

Game Part 2: Directions Fact Family Sort Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student flips one fact card.

The student sorts it to the correct fact family and solves it.

Team scores only if both the sort and product are correct.

Lesson Goal

6 - 7 | Multiplying by Four

Multiply by 4 by making groups of 4 or doubling twice.

LE T’S LE A RN 4 There are 6 bags. Each bag has 4 apples. 6

Teach It

Board: Write: 4 x 6 = __

4 4

Show: Draw 6 groups of 4.

4 × 6 = 24

6 × 4 = 24

Say: "Four times means groups of 4." T RY I T TOGE THER

Show: Show another way: double 6, then double again.

Try: Find 4 x 5 together.

Say: "Doubling twice can help with 4s facts."

Write the number of legs in the picture. 2. 4 + 4 + 4 = 12 3 × 4 = 12 4 × 3 = 12

4 + 4 + 4 + 4 = 16 4 × 4 = 16

Draw a picture or an array to solve. 3.

4 × 8 = 32

4. 5 × 4 = 20

5. 4 × 2 = 8

6. 4 × 9 = 36

Teacher Notes Write all the two and four facts on the board. Ask students what pattern they see. Call out numbers and have students practice doubling each one twice.

128

Level C

| Chapter 6 - 7

| Lighthouse MAT H

Game Part 1: Materials + Setup Four-Corner Challenge Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Draw four corners on each team board.

Make fact cards for multiplying by 4.

Tell students each group must fill all four corners.

Practical Story

6-7 Name

Say: "A game has 4 players on each team. If there are 6 teams, the coach can use 4s facts to count all the players."

Multiply by 4. double it and To multiply a number by 4, you can Double 12 is 24. then double it again. Double 6 is 12. So, 4 × 6 = 24.

4 × 10 = 40

4 × 3 = 12

4×1= 4

4. 4 × 6 = 24

5. 5 × 4 = 20

6. 4 × 8 = 32

4 × 4 = 16

8. 6 × 4 = 24

9. 4 × 7 = 28

10. 3 × 4 = 12

11. 4 × 5 = 20

12. 9 × 4 = 36

Ask: How can doubling help us find 4 times a number?

Multiply. 4 2 8

14.

20.

2 10 20 5 7 35

26.

19.

25.

3 8 24

15.

21.

3 7 21 4 4 16

27.

5 5 25

16.

22.

5 3 15 1 2 2

28.

4 5 20

17.

23.

4 1 4 4 6 24

29.

3 4 12

18.

24.

10 4 40 5 4 20

30.

2 6 12

3 6 18

3 5 15

Read the problem. Find the answer. 31. Mannie packs cookies into 3 boxes. He puts 4 cookies in each box. How many cookies does he pack?

32. Emma buys 7 muffins. She pays $4 for each muffin. How much does she pay in total?

12 cookies

CH A LLENG E

$28

Solve the riddle. The product is 16. Both factors are identical. What is the equation?

Level C

| Chapter 6 - 7

Quick Check Ask students to use groups of 4 or double twice. Check that they can explain which shortcut they chose. © Lighthouse Curriculum. Copying strictly prohibited.

13.

4 × 4 = 16

| Lighthouse M AT H

129

Game Part 2: Directions Four-Corner Challenge Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one 4s fact card.

Teams build the groups and may use double-double.

Correct product captures a corner point.

Lesson Goal

6 - 8 | Multiplying by Zero and One

Understand that times 0 gives 0 and times 1 keeps the number the same.

LE T’S LE A RN

There are 7 fishbowls. Each bowl has 1 fish. 7

Teach It

7×1=7

7×0=0

0 + 0 + 0 + 0 + 0 + 0 + 0

Say: "Groups of zero have nothing in them."

T RY I T TOGE THER Write the number of cake slices in the picture. 1+1+1+1= 4 4×1= 4 1×4= 4

Try: Sort 9 x 0 and 9 x 1 together.

There are 7 fishbowls. Each bowl has no fish.

Show: Show 7 groups of 0 and 7 groups of 1.

Say: "Times 1 keeps the number. Times 0 makes 0."

1×7=7

Board: Write: 7 x 0 = __ and 7 x 1 = __

Show: Show that 7 groups of 1 is 7.

0+0+0= 0 3×0= 0 0×3= 0

Draw a picture or an array to solve. 3.

1×6= 6

4. 0 × 2 = 0

5. 4 × 1 = 4

6. 0 × 9 = 0

Teacher Notes Choose five students and give each student one pencil. Say, “We have five groups with one pencil each. There are five pencils.” Write 5 × 1 = 5 on the board. Then, give a sixth student a pencil. Write 6 × 1 = 6 on the board. Ask students what they notice when you multiply by one. Then, take away all the pencils. Ask, “How many pencils do we have now?” Write 6 × 0 = 0 on the board. Ask students if it makes a difference how many groups there are when you multiply by zero. Why?

130

Level C

| Chapter 6 - 8

| Lighthouse MAT H

Game Part 1: Materials + Setup Zero-One Switch Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make cards with facts times 0 and times 1.

Make two zones: zero and same number.

Tell students this is a quick switch game.

Practical Story

6-8 Name

Say: "If 8 students each get 1 raffle ticket, there are 8 tickets. If 8 students each get 0 tickets, there are no tickets."

Multiply by 0 or 1. 1.

6×0= 0

1×3= 3

5×1= 5

4. 9 × 1 = 9

5. 12 × 0 = 0

6. 15 × 1 = 15

0 × 15 = 0

8. 10 × 0 = 0

9. 14 × 1 = 14

10. 7 × 0 = 0

11. 0 × 5 = 0

12. 10 × 1 = 10

er: 4 × 1 is 4. A number multiplied by 1 is that numb ×0=0 Any number multiplied by 0 is 0: 4

Ask: What changes between times 1 and times 0?

Multiply. 0 3 0

14.

8 4 32

20.

1 0 0

26.

19.

25.

0 8 0

15.

4 3 12

21.

2 5 10

27.

7 0 0

16.

2 4 8

22.

8 2 16

28.

0 0 0

17.

6 1 6

23.

5 9 45

29.

0 4 0

18.

5 0 0

24.

1 8 8

30.

7 3 21

5 1 5

6 0 0

Read the problem. Find the answer. 31. There are 10 students. Each student is holding 0 balloons. How many balloons are there altogether?

32. Sarah plants 1 flower in each of her 9 small pots. How many flowers does she plant in total?

0 balloons

9 flowers

Which would you rather have: $1,000 × 0 or $36.00 × 1? Why?

CH A LLENG E

Level C

| Chapter 6 - 8

Quick Check Show one fact times 0 and one fact times 1. Check that students can explain zero groups versus one in each group. © Lighthouse Curriculum. Copying strictly prohibited.

13.

$36 × 1 because $1,000 × 0 is 0.

| Lighthouse M ATH

131

Game Part 2: Directions Zero-One Switch Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one fact card.

Students tap the correct zone and say the product.

Correct answer with a reason earns a switch point.

Lesson Goal

6 - 9 | Multiplying by Ten

Multiply by 10 by counting tens or adding a zero to the ones place.

LE T’S LE A RN

There are 3 groups of 10 bowling pins.

Teach It 10

Board: Write: 10 x 6 = __

Show: Show 6 groups of 10.

10 3 × 10 = 30

Say: "Multiplying by 10 means counting tens."

10 × 3 = 30

T RY I T TOGE THER

Show: Count: 10, 20, 30, 40, 50, 60.

Write the number of fingers in the picture. 1.

Say: "The product has 6 tens, which is 60." Try: Find 10 x 8 together.

2. 10 + 10 + 10 + 10 = 40 4 × 10 = 40 10 × 4 = 40

10 + 10 + 10 + 10 + 10 + 10 = 60 6 × 10 = 60 10 × 6 = 60

Draw a picture or an array to solve. 3.

10 × 5 = 50

4. 10 × 4 = 40

5. 2 × 10 = 20

6. 8 × 10 = 80

Teacher Notes Begin by counting by tens to 120. Ask students what patterns they notice about the numbers when we count by tens. Students may notice that as we count by tens, the tens place goes up by one digit, and the ones place stays a zero. Pass out base-10 rods. Say, “When we have one group of 10, we have 10. When we have two groups of 10, how many do we have?”

132

Level C

| Chapter 6 - 9

| Lighthouse MAT H

Game Part 1: Materials + Setup Ten-Box Delivery Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make box cards labeled 10 pencils.

Make fact cards for multiplying by 10.

Tell teams each delivery is made of full boxes.

Practical Story

6-9 Name

Say: "A box holds 10 pencils. If the office has 6 boxes, the secretary can count by tens to know there are 60 pencils."

Multiply by 10. 1.

3 × 10 = 30

7 × 10 = 70

10 × 8 = 80

4. 10 × 4 = 40

5. 10 × 10 = 100

6. 10 × 1 = 10

10 × 7 = 70

8. 6 × 10 = 60

9. 9 × 10 = 90

10. 0 × 10 = 0

11. 10 × 5 = 50

12. 1 × 10 = 10

To multiply a number by 10, add a 5 × 10 is 50.

zero to the end.

Ask: How many tens are in the answer?

Multiply. 9 2 18

14.

3 1 3

20.

10 9 90

26.

19.

25.

8 0 0

15.

1 8 8

21.

4 4 16

27.

3 4 12

16.

2 4 8

22.

2 6 12

28.

6 5 30

17.

0 8 0

23.

0 1 0

29.

5 1 5

18.

5 7 35

24.

3 7 21

30.

10 4 40

4 6 24

8 10 80

Read the problem. Find the answer. 31. Each bag of cheese costs $10. If a customer buys 4 bags, how much money does he spend?

32. A baker puts 10 cookies on each tray. If he fills 7 trays, how many cookies did he bake? 70 cookies

$40

CH A LLENG E

Ask students how many tens are in the product. Check that they count tens instead of just guessing a zero.

450

What is 45 × 10?

Level C

Quick Check

13.

| Chapter 6 - 9

| Lighthouse M ATH

133

Game Part 2: Directions Ten-Box Delivery Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one 10s fact card.

Teams build the boxes and count by tens.

Correct product delivers the order.

Lesson Goal

6 - 10 | Review Facts 0, 1, 4, and 10

Review facts for 0, 1, 4, and 10 and choose the correct rule or strategy.

LE T’S LE A RN Review the times tables.

Teach It

Board: Write: x0, x1, x4, x10

Times Table

Show: Show one example from each group. Say: "Each fact family has a shortcut."

Say: "Pick the shortcut before solving." Try: Sort four facts by shortcut.

Times Table

4×1 = 4 4×2 = 8 4 × 3 = 12 4 × 4 = 16 4 × 5 = 20 4 × 6 = 24 4 × 7 = 28 4 × 8 = 32 4 × 9 = 36 4 × 10 = 40

10 Times Table

10 × 1 = 10 10 × 2 = 20 10 × 3 = 30 10 × 4 = 40 10 × 5 = 50 10 × 6 = 60 10 × 7 = 70 10 × 8 = 80 10 × 9 = 90 10 × 10 = 100

T RY I T TOGE THER Write the number of donuts in the picture. 10 + 10 + 10 + 10 + 10 + 10 = 60 6 × 10 = 60 10 × 6 = 60

Show: 0 makes 0, 1 stays the same, 4 can double twice, 10 counts tens.

1×1 = 1 1×2 = 2 1×3 = 3 1×4 = 4 1×5 = 5 1×6 = 6 1×7 = 7 1×8 = 8 1×9 = 9 1 × 10 = 10

4 + 4 + 4 + 4 = 16 4 × 4 = 16

Draw a picture or an array to solve. 3.

4 × 7 = 28

4. 3 × 4 = 12

5. 6 × 1 = 6

6. 5 × 10 = 50

Teacher Notes Hand out flashcards or small pieces of paper. Have students write all the 0, 1, 4, and 10 facts on one side of each card and the answers on the other side. Give students time to practice the facts independently or with a partner.

134

Level C

| Chapter 6 - 10

| Lighthouse MAT H

Game Part 1: Materials + Setup Shortcut Passport Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make four passport stamps: 0, 1, 4, and 10.

Place mixed fact cards face down.

Teams need one correct stamp from each shortcut.

Practical Story

6 - 10 Name

Say: "A teacher sees different supply packs: no items, single items, packs of 4, and boxes of 10. Each pack type needs a different shortcut."

Multiply. 4 × 6 = 24

4 × 10 = 40

4. 4 × 8 = 32

5. 2 × 5 = 10

6. 7 × 10 = 70

1×9= 9

8. 5 × 5 = 25

9. 10 × 8 = 80

10. 8 × 5 = 40

11. 5 × 6 = 30

12. 5 × 7 = 35

13. 6 × 1 = 6

14. 10 × 4 = 40

15. 6 × 2 = 12

16. 4 × 7 = 28

17.

18.

5 10 50

8 1 8

24.

2 7 14

30.

23.

29.

19.

1 7 7

5 2 10

25.

3 1 3

31.

20.

5 9 45

8 4 32

26.

0 5 0

32.

21.

9 10 90

9 2 18

27.

10 7 70

33.

22.

6 0 0

3 3 9

28.

3 2 6

34.

3 9 27

10 10 100

2 4 8

Read the problem. Find the answer. 35. Each jump rope is 10 feet long. If you lay 6 jump ropes end-to-end, what is the total length?

36. A plum has 1 pit. There are 7 plums. How many pits are there?

60 feet

CH A LLENG E

7 pits

| Chapter 6 - 10

Quick Check Ask which fact family or shortcut fits the problem. Check that students name the strategy before saying the product.

They are both 24.

Which is more: 4 × 6 or 3 × 8?

Level C

Ask: Which shortcut matches this fact?

4 × 9 = 36

| Lighthouse M ATH

135

Game Part 2: Directions Shortcut Passport Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student flips a fact and names the shortcut.

The student solves it and earns that passport stamp.

Team wins when all four stamps are filled.

Lesson Goal

6 - 11 | Chapter Review

Review equal groups, arrays, and multiplication facts for 0, 1, 2, 3, 4, 5, and 10.

LE T’S R EVI EW Review the times tables.

Teach It

Times Table

Board: Write one equal-group fact and one array fact. Show: Ask students to name the strategy before solving.

Show: Use skip counting, arrays, or a shortcut rule. Try: Have students explain how they found the product.

Times Table

4×1 = 4 4×2 = 8 4 × 3 = 12 4 × 4 = 16 4 × 5 = 20 4 × 6 = 24 4 × 7 = 28 4 × 8 = 32 4 × 9 = 36 4 × 10 = 40

Times Table

Say: "Multiplication means equal groups."

1×1 = 1 1×2 = 2 1×3 = 3 1×4 = 4 1×5 = 5 1×6 = 6 1×7 = 7 1×8 = 8 1×9 = 9 1 × 10 = 10

Times Table

2×1 = 2 2×2 = 4 2×3 = 6 2×4 = 8 2 × 5 = 10 2 × 6 = 12 2 × 7 = 14 2 × 8 = 16 2 × 9 = 18 2 × 10 = 20

3×1 = 3 3×2 = 6 3×3 = 9 3 × 4 = 12 3 × 5 = 15 3 × 6 = 18 3 × 7 = 21 3 × 8 = 24 3 × 9 = 27 3 × 10 = 30

Times Table

5×1 = 5 5 × 2 = 10 5 × 3 = 15 5 × 4 = 20 5 × 5 = 25 5 × 6 = 30 5 × 7 = 35 5 × 8 = 40 5 × 9 = 45 5 × 10 = 50

10 × 1 = 10 10 × 2 = 20 10 × 3 = 30 10 × 4 = 40 10 × 5 = 50 10 × 6 = 60 10 × 7 = 70 10 × 8 = 80 10 × 9 = 90 10 × 10 = 100

Times Table

T RY I T TOGE THER Solve. 1. ×

10 5 50

2. ×

9 2 18

3. ×

8 4 32

1 × 0 0

5. ×

4 9 36

6. ×

4 4 16

7. ×

Teacher Notes As students are filling out the times table charts, have them mark off any facts they don’t know by heart yet. Once they complete the charts, have them describe any patterns they see. Remind students they can use these patterns to help them solve and remember their facts.

136

Level C

| Chapter 6 - 11

| Lighthouse MAT H

Game Part 1: Materials + Setup Multiplication Quest Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make stations: groups, arrays, 2s, 3s, 4s, 5s, 10s.

Place one fact or model card at each station.

Teams need correct work from every station.

8 3 24

Practical Story

6 - 11 Name

Say: "A teacher is setting up supplies for many tables. Some items come in pairs, some in groups of 5, and some in boxes of 10. Multiplication helps count fast."

Multiply. 5 3 15

0 7 0

8 3 24

14.

10 2 20

20.

26.

2 2 4 3 1 3

32.

13.

19.

25.

31.

3 1 3

4 2 8

10 5 50

15.

8 2 16

21.

27.

6 4 24 4 8 32

33.

7 3 21

10 8 80

10.

8 0 0

16.

8 10 80

22.

28.

10 1 10 4 6 24

34.

5 4 20

4 3 12

11.

6 2 12

17.

2 10 20

23.

29.

5 1 5 5 7 35

35.

3 8 24

3 3 9

12.

5 9 45

18.

5 8 40

24.

30.

10 6 60 9 3 27

36.

4 7 28

5 6 30

3 8 24

2 5 10

0 9 0

3 5 15

Read the problem. Find the answer. 37. There are 6 tables in the classroom. Each table has 4 legs. How many legs are there altogether?

38. You have 6 nickels in your piggy bank. Each nickel is worth 5 cents. How many cents do you have?

24 legs

30 cents

CH A LLENG E

Fill in the blanks.

Level C

4 × 4 = 16

| Chapter 6 - 11

4 × 6 = 24

Ask: Which strategy is fastest for this fact?

Quick Check

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

4 × 3 = 12

| Lighthouse M ATH

137

Game Part 2: Directions Multiplication Quest Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student picks a station card and names the strategy.

The student solves it and explains the product.

Team completes the quest when all stations are done.

6 - 12 | Cumulative Review

Solve. 1.

1 4 5

4 4 8

4 1 5

−

7 3 4

7 × 5 35

14.

15.

2 7 9

20.

1 4 4

6 + 8 14

21.

1 1 2

26.

7 + 5 12

6 1 7

32.

3 × 7 21

38.

2 9 11

44.

50.

8 1 9

4 × 3 12

56.

13.

19.

25.

31.

37.

43.

49.

55.

138

9 2 11

2 2 4

13 − 9 4

10.

9 × 2 18

11.

12 − 6 6

16.

11 2 9

17.

4 + 9 13

22.

17 − 8 9

23.

27.

3 × 4 12

28.

8 + 2 10

8 × 2 16

33.

2 × 8 16

34.

39.

1 6 6

40.

1 3 4

6 4 2

45.

−

11 3 8

46.

−

9 × 4 36

51.

52.

−

9 5 4

16 − 7 9

57.

6 + 8 14

58.

Level C

| Chapter 6 - 12

8 × 2 16

12.

−

5 4 1

8 + 4 12

18.

9 2 11

13 − 6 7

24.

4 7 11

5 4 9

29.

7 × 10 70

30.

12 − 4 8

1 8 9

35.

2 × 5 10

36.

4 + 6 10

15 − 8 7

41.

42.

6 5 11

2 2 4

3 6 18

47.

5 1 4

48.

−

16 7 9

6 + 6 12

53.

54.

−

7 1 6

9 + 6 15

5 × 2 10

59.

19 − 9 10

60.

3 × 5 15

−

| Lighthouse MATH

5 6 11

6 - 12 Name

Add. 1. +

26 45 71

71 + 68 139

613 + 145 758

389 + 281 670

39 23 62

354 + 107 461

800 − 181 619

11.

395 − 209 186

12.

−

89 51 38

10.

−

82 78 4

907 − 409 498

15.

2 0 0

17.

3 4 12

18.

3 6 18

16.

5 5 25

10 6 60

20. nine hundred fourteen

914

Subtract. 7. −

68 32 36

Multiply. 13. ×

3 8 24

14.

19. twenty-seven

21. eighty-five thousand

85,000

22. two thousand, five hundred twenty

Write the number.

2,520

Write the amount of money. 23.

$ 6 . 16

24.

$ 2 . 35

Level C

| Chapter 6 - 12

| Lighthouse MATH

139

7 C H A P T E R

140

In Chapter 7 we will learn about

Multiplication (Continued) It is important to practice math facts to become fluent. In this chapter, we will learn helpful strategies for multiplying with different numbers. • We will multiply by 6, 7, 8, and 9. • We will multiply by 100 and 1,000. • We will multiply by multiples of 10. • We will round to estimate products.

141

Lesson Goal

7 - 1 | Multiplying by Six

Multiply by 6 using equal groups, skip counting, or a known fact.

LE T’S LE A RN 5

There are 5 bowls. Each bowl has 6 eggs.

Teach It 5

Board: Write: 6 x 5 = __ 6

Show: Draw 5 groups with 6 dots in each group.

6 6 × 5 = 30

T RY I T TOGE THER Write the number of cans in the picture. 6 + 6 + 6 + 6 = 24 4 × 6 = 24 6 × 4 = 24

Show: Show 3 x 5 = 15, then double it to get 30.

Try: Find 6 x 7 together.

5 × 6 = 30

Say: "Six times a number means groups of 6."

Say: "A fact we know can help us find a harder fact."

6 + 6 + 6 = 18 3 × 6 = 18 6 × 3 = 18

Draw a picture or an array to solve. 3.

6 × 9 = 54

4. 6 × 6 = 36

5. 2 × 6 = 12

6. 8 × 6 = 48

Teacher Notes Encourage students to use a fact they know to help solve the six facts. For example, to solve 6 × 5, they could count by 5s. Ask students if they can think of any other tricks for figuring out the six facts, such as doubling the threes. Encourage students to start memorizing the six facts with larger numbers.

142

Level C

| Chapter 7 - 1

| Lighthouse M AT H

Game Part 1: Materials + Setup Six-Pack Relay Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make fact cards for 6 x 1 through 6 x 10.

Give each team counters or quick sketches for groups of 6.

Put a relay line on the board with 10 spaces.

Practical Story

7-1 Name

Say: "A store packs water bottles in packs of 6. If the class buys 5 packs for a trip, we can count by sixes to know how many bottles there are."

Multiply by 6. 6 × 7 = 42

6 × 8 = 48

9 × 6 = 54

4. 3 × 6 = 18

5. 6 × 6 = 36

6. 0 × 6 = 0

6 × 10 = 60

8. 4 × 6 = 24

9. 2 × 6 = 12

10. 1 × 6 = 6

11. 6 × 4 = 24

12. 8 × 6 = 48

13. 5 × 6 = 30

14. 6 × 3 = 18

15. 7 × 6 = 42

16. 6 × 2 = 12

Ask: What is the group size? How many groups are there?

Multiply. 2 0 0

18.

6 10 60

24.

5 5 25

30.

23.

29. ×

10 8 80

19.

3 9 27

25.

4 9 36

31.

6 1 6

20.

10 2 20

26.

0 0 0

32.

4 3 12

21.

7 4 28

27.

10 1 10

33.

5 10 50

22.

2 2 4

28.

9 5 45

34.

3 0 0

3 3 9 7 10 70

Read the problem. Find the answer. 35. A student reads 6 pages of his book every day. How many pages will he have read after 8 days?

36. A baker fits 6 cupcakes into a box. If she fills 7 boxes, how many cupcakes did she bake?

48 pages

CH A LLENG E

42 cupcakes

What is the missing factor?

Level C

| Chapter 7 - 1

Quick Check

17.

Ask students to connect the 6s fact to a known fact, such as doubling a 3s fact. Check that the product matches the model.

9 × 6 = 54

| Lighthouse M ATH

143

Game Part 2: Directions Six-Pack Relay Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one 6s fact card.

Teams show the groups and say the product.

Correct work moves the team one relay space.

Lesson Goal

7 - 2 | Multiplying by Seven

Multiply by 7 using skip counting or by breaking 7 into 5 and 2.

LE T’S LE A RN

There are 3 groups of 7 cookies.

Teach It

7 3

Board: Write: 7 x 4 = __ 7

Show: Draw 4 groups of 7.

Try: Use the same idea for 7 x 6.

7 7 × 3 = 21

T RY I T TOGE THER Write the number of crayons in the picture. 1.

Say: "The groups did not change. We just used easier facts."

3 × 7 = 21

Say: "Seven facts can feel hard, so we can break 7 into 5 and 2." Show: Show 5 x 4 = 20 and 2 x 4 = 8. Then add 20 + 8 = 28.

7 + 7 + 7 + 7 + 7 + 7 = 42 6 × 7 = 42 7 × 6 = 42

7 + 7 + 7 + 7 + 7 = 35 5 × 7 = 35 7 × 5 = 35

Draw a picture or an array to solve. 3.

8 × 7 = 56

4. 7 × 7 = 49

5. 1 × 7 = 7

6. 7 × 9 = 63

Teacher Notes Write all the seven facts on the board. As a class, brainstorm a list of hints that could help students remember the products of the seven facts. For example, to multiply a number by 7, you can multiply that number by 2 and multiply it by 5 and add the products together.

144

Level C

| Chapter 7 - 2

| Lighthouse M AT H

Game Part 1: Materials + Setup Seven-Step Secret Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Write a short mystery word on the board with covered letters.

Make 7s fact cards; each correct answer reveals one letter.

Let teams choose skip count or 5s plus 2s.

Practical Story

7-2 Name

Say: "There are 7 days in one week. If a student practices 4 minutes every day for a week, they can use 7 x 4 to find the total minutes."

Multiply by 7. 7 × 6 = 42

7 × 8 = 56

5 × 7 = 35

4. 8 × 7 = 56

5. 4 × 7 = 28

6. 3 × 7 = 21

10 × 7 = 70

8. 7 × 1 = 7

9. 2 × 7 = 14

10. 7 × 0 = 0

11. 7 × 9 = 63

12. 6 × 7 = 42

13. 7 × 7 = 49

14. 7 × 3 = 21

15. 7 × 5 = 35

16. 7 × 2 = 14

Ask: How could 5s and 2s help with this fact?

Multiply. 3 9 27

18.

5 5 25

24.

10 5 50

30.

23.

29.

8 6 48

19.

7 8 56

25.

6 6 36

31.

8 2 16

20.

7 10 70

26.

4 3 12

32.

5 6 30

21.

1 5 5

27.

7 3 21

33.

5 9 45

22.

3 3 9

28.

4 4 16

34.

7 7 49

0 9 0

9 7 63

Read the problem. Find the answer. 35. A week has 7 days. How many days are there in 3 weeks?

36. Each bag of candy has 7 pieces. How many pieces of candy do 6 bags have?

21 days

CH A LLENG E

42 pieces of candy

What is the missing factor?

Level C

| Chapter 7 - 2

Quick Check Ask students to break 7 into 5 and 2 or use skip counting. Check that both parts combine to the product. © Lighthouse Curriculum. Copying strictly prohibited.

17.

7 × 7 = 49

| Lighthouse MAT H

145

Game Part 2: Directions Seven-Step Secret Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A team draws a fact card and solves it aloud.

If the answer is correct, reveal one letter.

The first team to solve the mystery gets a bonus point.

Lesson Goal

7 - 3 | Review Facts 6 and 7

Review 6s and 7s facts and choose a helpful strategy before solving.

LE T’S LE A RN Review the times tables.

Teach It

Board: Write: 6 x 8 and 7x8

Times Table

Show: Circle the number that tells the fact family. Say: "Before we answer, we choose a way to think."

Say: "Good math is not guessing. Good math uses a plan." Try: Sort six mixed facts into 6s and 7s.

Times Table

7×1 = 7 7 × 2 = 14 7 × 3 = 21 7 × 4 = 28 7 × 5 = 35 7 × 6 = 42 7 × 7 = 49 7 × 8 = 56 7 × 9 = 63 7 × 10 = 70

T RY I T TOGE THER Write the number of stars in the picture. 6 + 6 + 6 = 18 3 × 6 = 18 6 × 3 = 18

Show: Use double 3s for 6s and 5s plus 2s for 7s.

6×1 = 6 6 × 2 = 12 6 × 3 = 18 6 × 4 = 24 6 × 5 = 30 6 × 6 = 36 6 × 7 = 42 6 × 8 = 48 6 × 9 = 54 6 × 10 = 60

7 + 7 + 7 + 7 + 7 = 35 5 × 7 = 35 7 × 5 = 35

Draw a picture or an array to solve. 3.

4 × 7 = 28

4. 6 × 4 = 24

5. 1 × 6 = 6

6. 7 × 10 = 70

Teacher Notes Hand out flashcards or small pieces of paper. Have students write all the six and seven facts on one side of each card and the answers on the other side. Give students time to practice the facts independently or with a partner.

146

Level C

| Chapter 7 - 3

| Lighthouse M AT H

Game Part 1: Materials + Setup Six or Seven Showdown Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make two columns on the board: 6s and 7s.

Place mixed 6s and 7s fact cards face down.

Teams earn points for sorting and solving.

Practical Story

7-3 Name

Say: "A teacher is making two supply orders. One item comes in packs of 6 and another comes in packs of 7. The order form is faster when the teacher knows which fact family to use."

Multiply. 2 × 8 = 16

0×2= 0

4. 7 × 4 = 28

5. 7 × 9 = 63

6. 4 × 5 = 20

10 × 10 = 100

8. 7 × 10 = 70

9. 6 × 2 = 12

10. 5 × 3 = 15

11. 2 × 4 = 8

12. 7 × 8 = 56

13. 6 × 7 = 42

14. 0 × 8 = 0

15. 6 × 3 = 18

16. 6 × 6 = 36

17. 1 × 8 = 8

18. 10 × 5 = 50

19. 9 × 10 = 90

20. 0 × 6 = 0

21.

3 7 21

22.

9 2 18

28.

34.

6 7 42

27.

33.

3 8 24

23.

5 4 20

29.

35.

7 2 14

2 10 20

24.

8 4 32

30.

10 × 10 100

36.

1 7 7

25.

4 1 4

31.

37.

2 0 0

9 3 27

26.

4 8 32

32.

38.

10 1 10

7 4 28

10 2 20

3 6 18

Read the problem. Find the answer. 39. There are 6 tables, and 8 guests are seated at each table. How many guests are there?

40. A florist puts 7 tulips in every vase. If she fills 4 vases, how many tulips does she use in total?

48 guests

CH A LLENG E

Which is more: 3 × 6 or 2 × 7?

Level C

Ask: Which strategy fits each pack size?

Quick Check

5 × 5 = 25

28 tulips

Ask which fact family or shortcut fits the problem. Check that students name the strategy before saying the product.

3 × 6 is 18, which is more than 2 × 7, which is 14.

| Chapter 7 - 3

| Lighthouse MAT H

147

Game Part 2: Directions Six or Seven Showdown Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student flips a card and places it in the correct column.

The student solves it and explains the strategy.

Correct column plus product earns two points.

Lesson Goal

7 - 4 | Multiplying by Eight

Multiply by 8 using groups of 8 or by doubling a 4s fact.

LE T’S LE A RN 6

There are 6 groups of 8 pushpins.

Teach It

Board: Write: 8 x 5 = __ Show: Draw 5 groups of 8.

8 + 8 + 8 + 8 + 8 + 8 6 × 8 = 48

Say: "Eight is double 4, so a 4s fact can help."

Write the number of octopus legs in the picture. 8 + 8 + 8 + 8 + 8 = 40 5 × 8 = 40 8 × 5 = 40

Try: Find 8 x 6 together.

8 × 6 = 48

T RY I T TOGE THER

Show: Show 4 x 5 = 20. Double 20 to get 40. Say: "Double the 4s answer to find the 8s answer."

8 + 8 = 16 2 × 8 = 16 8 × 2 = 16

Draw a picture or an array to solve. 3.

8 × 7 = 56

4. 8 × 8 = 64

5. 3 × 8 = 24

6. 8 × 9 = 72

Teacher Notes Write all the four and eight facts on the board. Ask students what pattern they see. As a class, brainstorm a list of hints that could help students remember the products of the eight facts.

148

Level C

| Chapter 7 - 4

| Lighthouse MAT H

Game Part 1: Materials + Setup Eight-Gate Builder Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Draw eight gates on the board, one for each 8s fact.

Give teams 4s fact helper cards.

Tell students they must unlock gates by doubling.

Practical Story

7-4 Name

Say: "A school table seats 8 students. If there are 5 tables in the lunchroom, the teacher can use 8 x 5 to know how many seats there are."

Multiply by 8. 8 × 5 = 40

7 × 8 = 56

8 × 2 = 16

4. 6 × 8 = 48

5. 8 × 8 = 64

6. 9 × 8 = 72

8 × 10 = 80

8. 8 × 9 = 72

9. 8 × 4 = 32

10. 3 × 8 = 24

11. 4 × 8 = 32

12. 8 × 0 = 0

13. 2 × 8 = 16

14. 10 × 8 = 80

15. 8 × 1 = 8

16. 8 × 3 = 24

Multiply. 17.

18.

4 4 16 10 5 50

24.

23.

19.

10 4 40 7 5 35

25.

20.

8 5 40 0 4 0

26.

21.

1 3 3 8 2 16

27.

22.

6 2 12 7 3 21

28.

7 7 49

0 7 0

Ask: What 4s fact could help us?

Quick Check

Read the problem. Find the answer. 30. Each bag of oranges has 8 oranges. If there are 5 bags, how many oranges are there?

24 legs

29. A spider has 8 legs. How many legs do 3 spiders have in total?

40 oranges

Look at the products. Are they even or odd? What pattern do you see in the ones place?

CH A LLENG E

8×0=0 8×$=8 8 × 2 = $6 8 × 3 = 2( 8 × ( = 32

8 × ) = (0 8 × 6 = (8 8 × 7 = )6 8 × 8 = 6( 8 × + = 72

Ask students to double a 4s fact or show groups of 8. Check that they can explain why doubling works.

The products are even. The ones-place pattern is 0, 8, 6, 4, 2, and then it repeats.

Level C

| Chapter 7 - 4

| Lighthouse M ATH

149

Game Part 2: Directions Eight-Gate Builder Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip an 8s fact card.

Team says the matching 4s fact and doubles it.

Correct explanation unlocks one gate.

Lesson Goal

7 - 5 | Multiplying by Nine

Multiply by 9 using skip counting, a pattern, or 10s minus one group.

LE T’S LE A RN

There are 4 bunches of 9 flowers.

Teach It

9 9

Board: Write: 9 x 6 = __

4 9

Show: Show 10 x 6 = 60.

9 9 × 4 = 36

T RY I T TOGE THER

Show: Subtract one group of 6: 60 - 6 = 54.

Write the number of cookies in the picture. 9 + 9 + 9 + 9 + 9 + 9 = 54 6 × 9 = 54 9 × 6 = 54

Try: Use 10s minus one group for 9 x 4.

4 × 9 = 36

Say: "Nine groups is one group less than ten groups."

Say: "For 9s facts, the 10s fact can help us quickly."

9 + 9 + 9 = 27 3 × 9 = 27 9 × 3 = 27

Draw a picture or an array to solve. 3.

9 × 8 = 72

4. 9 × 9 = 81

5. 5 × 9 = 45

6. 2 × 9 = 18

Teacher Notes Write all the nine facts on the board. Ask students to look at the tens and ones in the product and describe what pattern they see. Tell students that there is a fun trick for solving the nine facts with your hands. Show students how to do it and have them practice a few problems.

150

Level C

| Chapter 7 - 5

| Lighthouse M AT H

Game Part 1: Materials + Setup Nine Detective Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make clue cards with 9s facts.

Give each team a small detective sheet: 10s fact, minus one group, answer.

Hide one final riddle card for the winning team.

Practical Story

7-5 Name

Say: "A box should hold 10 granola bars, but each box is missing 1. If there are 6 boxes, 9 x 6 tells how many bars are really there."

Multiply by 9. 1.

9×1= 9

9 × 8 = 72

9 × 2 = 18

4. 7 × 9 = 63

5. 4 × 9 = 36

6. 9 × 10 = 90

10 × 9 = 90

8. 9 × 6 = 54

9. 9 × 3 = 27

10. 9 × 9 = 81

that Use your hands. Put down the finger lying by. matches the number you are multip the tens. The number of fingers to the left is is the ones. The number of fingers to the right 2

9 10

9 × 4 = 36

Ask: Why do we subtract one group?

Multiply. 8 8 64

12.

18.

6 9 54 5 1 5

24.

17.

23.

6 8 48

13.

19.

8 8 64 5 6 30

25.

10 2 20

14.

20.

4 7 28 5 4 20

26.

9 3 27

15.

21.

4 10 40 8 1 8

27.

9 7 63

16.

22.

9 4 36 8 7 56

28.

7 6 42

4 2 8

4 8 32

Read the problem. Find the answer. 29. A box has 9 crayons in it. How many crayons are in 10 boxes?

30. A teacher is handing out stickers. Each student gets 6 stickers. If there are 9 students, how many stickers does the teacher hand out?

90 crayons

CH A LLENG E

What is 9 × 11?

Level C

54 stickers

Quick Check

11.

Ask students to use the 10s fact minus one group. Check that they subtract the correct group before giving the product.

| Chapter 7 - 5

| Lighthouse MAT H

151

Game Part 2: Directions Nine Detective Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams solve a 9s clue using the 10s shortcut.

They must say both steps before scoring.

Three correct clues unlock the riddle card.

Lesson Goal

7 - 6 | Review Facts 8 and 9

Review 8s and 9s facts and use patterns to solve carefully.

LE T’S LE A RN Review the times tables.

Teach It

Board: Write: 8 x 7 and 9x7

Times Table

Show: Ask students which shortcut fits each fact. Say: "For 8s, think double the 4s. For 9s, think 10s minus one group."

Say: "The shortcut should match the fact family." Try: Sort four facts by shortcut.

Times Table

9×1 = 9 9 × 2 = 18 9 × 3 = 27 9 × 4 = 36 9 × 5 = 45 9 × 6 = 54 9 × 7 = 63 9 × 8 = 72 9 × 9 = 81 9 × 10 = 90

T RY I T TOGE THER Write the number of ladybugs in the picture. 9 + 9 + 9 + 9 = 36 4 × 9 = 36 9 × 4 = 36

Show: Solve both problems slowly on the board.

8×1 = 8 8 × 2 = 16 8 × 3 = 24 8 × 4 = 32 8 × 5 = 40 8 × 6 = 48 8 × 7 = 56 8 × 8 = 64 8 × 9 = 72 8 × 10 = 80

8 + 8 + 8 + 8 + 8 = 40 5 × 8 = 40 8 × 5 = 40

Draw a picture or an array to solve. 3.

4 × 8 = 32

4. 6 × 8 = 48

5. 2 × 9 = 18

6. 7 × 9 = 63

Teacher Notes Hand out flashcards or small pieces of paper. Have students write all the eight and nine facts on one side of each card and the answers on the other side. Give students time to practice the facts independently or with a partner.

152

Level C

| Chapter 7 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Shortcut Duel Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make a deck with 8s and 9s facts.

Write two shortcut signs: double 4s and 10s minus one group.

Teams stand behind the two signs.

Practical Story

7-6 Name

Say: "A camp order has tables of 8 students and boxes of 9 snacks. The counselor uses a different shortcut for each order so the count stays accurate."

Multiply. 9 × 6 = 54

7 × 9 = 63

4. 8 × 9 = 72

5. 6 × 4 = 24

6. 2 × 4 = 8

4 × 8 = 32

8. 6 × 8 = 48

9. 8 × 3 = 24

10. 5 × 8 = 40

11. 8 × 7 = 56

12. 6 × 6 = 36

13. 5 × 9 = 45

14. 9 × 3 = 27

15. 9 × 7 = 63

16. 4 × 3 = 12

17.

2 9 18

18.

9 4 36

24.

5 8 40

30.

1 9 9

36.

23.

29.

35.

7 10 70

19.

3 9 27

25.

7 3 21

31.

7 9 63

37.

9 2 18

20.

8 7 56

26.

8 4 32

32.

8 9 72

38.

9 9 81

21.

4 4 16

27.

3 5 15

33.

2 8 16

39.

6 6 36

22.

8 8 64

28.

8 6 48

34.

8 5 40

40.

8 9 72

4 7 28

6 7 42

7 5 35

Read the problem. Find the answer. 41. A classroom has 8 rows of desks. Each row has 4 desks. How many desks are in the classroom altogether?

42. A pack of pens has 9 pens. If a teacher buys 8 packs for her class, how many pens does she have?

32 desks

CH A LLENG E

Which is more: 5 × 9 or 7 × 6?

Level C

Ask: Which shortcut is faster here?

Quick Check

5 × 9 = 45

72 pens

Ask which fact family or shortcut fits the problem. Check that students name the strategy before saying the product.

5 × 9 is 45, which is more than 7 × 6, which is 42.

| Chapter 7 - 6

| Lighthouse M AT H

153

Game Part 2: Directions Shortcut Duel Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a fact card.

One student taps the matching shortcut and solves.

Correct shortcut plus answer wins the duel point.

Lesson Goal

7 - 7 | Review Facts 0 - 10

Review multiplication facts from 0 through 10 and use known patterns.

LE T’S LE A RN Review the times tables.

Teach It

Board: Write four mixed facts from different families.

Times Table

Show: Ask students to name a shortcut for each fact.

4 Times Table

Show: Show rules for 0, 1, 5, 9, and 10. Say: "When one fact is hard, use a fact you know." Try: Have students explain two facts to a partner.

Say: "A fact table is easier when we look for patterns."

7 Times Table

1×1 = 1 1×2 = 2 1×3 = 3 1×4 = 4 1×5 = 5 1×6 = 6 1×7 = 7 1×8 = 8 1×9 = 9 1 × 10 = 10

Times Table

4×1 = 4 4×2 = 8 4 × 3 = 12 4 × 4 = 16 4 × 5 = 20 4 × 6 = 24 4 × 7 = 28 4 × 8 = 32 4 × 9 = 36 4 × 10 = 40

Times Table

7×1 = 7 7 × 2 = 14 7 × 3 = 21 7 × 4 = 28 7 × 5 = 35 7 × 6 = 42 7 × 7 = 49 7 × 8 = 56 7 × 9 = 63 7 × 10 = 70

Times Table

2×1 = 2 2×2 = 4 2×3 = 6 2×4 = 8 2 × 5 = 10 2 × 6 = 12 2 × 7 = 14 2 × 8 = 16 2 × 9 = 18 2 × 10 = 20

5×1 = 5 5 × 2 = 10 5 × 3 = 15 5 × 4 = 20 5 × 5 = 25 5 × 6 = 30 5 × 7 = 35 5 × 8 = 40 5 × 9 = 45 5 × 10 = 50

8×1 = 8 8 × 2 = 16 8 × 3 = 24 8 × 4 = 32 8 × 5 = 40 8 × 6 = 48 8 × 7 = 56 8 × 8 = 64 8 × 9 = 72 8 × 10 = 80

3 Times Table

6 Times Table

9 Times Table

3×1 = 3 3×2 = 6 3×3 = 9 3 × 4 = 12 3 × 5 = 15 3 × 6 = 18 3 × 7 = 21 3 × 8 = 24 3 × 9 = 27 3 × 10 = 30

6×1 = 6 6 × 2 = 12 6 × 3 = 18 6 × 4 = 24 6 × 5 = 30 6 × 6 = 36 6 × 7 = 42 6 × 8 = 48 6 × 9 = 54 6 × 10 = 60

9×1 = 9 9 × 2 = 18 9 × 3 = 27 9 × 4 = 36 9 × 5 = 45 9 × 6 = 54 9 × 7 = 63 9 × 8 = 72 9 × 9 = 81 9 × 10 = 90

Teacher Notes Once students have filled out the times tables charts, ask them to describe any patterns they see. Tell students to circle the facts that they don’t know by heart yet. Have students practice those facts with a partner.

154

Level C

| Chapter 7 - 7

| Lighthouse MAT H

Game Part 1: Materials + Setup Times Table Treasure Materials:

teaching clock or clock drawings, time cards, student boards, pencils

Setup: 1

Make a small treasure map with five stops.

Each stop has a fact family: 0/1, 2/4, 5, 8/9, 10.

Teams need one correct fact from each stop.

Practical Story

7-7 Name

Say: "A teacher is checking a class list, snack packs, and rows of chairs. The numbers change, so the teacher chooses the fastest fact pattern for each job."

Multiply. 5 × 10 = 50

4 × 4 = 16

6 × 4 = 24

4. 0 × 5 = 0

5. 5 × 5 = 25

6. 3 × 1 = 3

9 × 4 = 36

8. 7 × 7 = 49

9. 8 × 8 = 64

10. 3 × 3 = 9

11. 5 × 2 = 10

12. 8 × 5 = 40

13. 3 × 4 = 12

14. 2 × 4 = 8

15. 3 × 7 = 21

16. 9 × 9 = 81

17.

7 8 56

18.

7 8 56

24.

9 2 18

30.

23.

29.

6 6 36

19.

7 2 14

25.

4 9 36

31.

3 10 30

20.

9 6 54

26.

7 3 21

32.

1 5 5

21.

9 8 72

27.

7 9 63

33.

2 0 0

22.

5 6 30

28.

9 3 27

34.

5 7 35

3 8 24

6 8 48

Ask: What pattern helps with this fact?

Quick Check

35. A tricycle has 3 wheels. How many wheels do 4 tricycles have?

36. A ticket to the zoo costs $6. How much does it cost to buy 5 tickets?

12 wheels

Order Form

Sale

Multiply to find the cost.

CH A LLENG E

Level C

$30

hammers

screwdrivers

bolts

wrenches

| Chapter 7 - 7

Number of tools

5 4 9 Total Cost

Equation

Total cost

5×2 4×4 9×5

$10 $16 $45 $71

| Lighthouse M AT H

Read the problem. Find the answer.

Ask which fact family or shortcut fits the problem. Check that students name the strategy before saying the product.

155

Game Part 2: Directions Times Table Treasure Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A team chooses a stop and solves a card.

They must say the pattern they used.

All five stops completed earns the treasure.

Lesson Goal

7 - 8 | Multiplying by 100 and 1,000

Use place value patterns to multiply by 100 and 1,000.

LE T’S LE A RN

Teach It

4×1=4

4 × 10 = 40

100

4 × 100 = 400

1,000

4 × 1,000 = 4,000

Board: Write: 4 x 100 and 4 x 1,000 Show: Show that 4 hundreds is 400. Say: "When we multiply by 100, we count hundreds."

Say: "Say the place value first, then write the number." Try: Find 7 x 100 and 7 x 1,000 together.

Show: Show that 4 thousands is 4,000.

T RY I T TOGE THER Use patterns to multiply. 1.

6 6×1= 6 × 10 = 60 6 × 100 = 600 6 × 1,000 = 6,000

2 2×1= 2 × 10 = 20 2 × 100 = 200 2 × 1,000 = 2,000

7 7×1= 70 7 × 10 = 7 × 100 = 700 7 × 1,000 = 7,000

Teacher Notes Practice skip counting by tens, hundreds, and thousands. Write 300 on the board. Ask students to describe what happens when you add 100 to 300. Keep adding one hundred and writing the sums on the board. Ask students if they notice a pattern. Repeat with thousands, starting at 5,000.

156

Level C

| Chapter 7 - 8

| Lighthouse MAT H

Game Part 1: Materials + Setup Zero Builder Bank Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make money-style cards labeled 100 and 1,000.

Give teams digit cards from 1 to 9.

Tell students they are filling bank bundles.

Practical Story

7-8 Name

Say: "A school buys paper clips in boxes of 100 and stickers in packs of 1,000. Multiplying tells the office how many items are in several boxes or packs."

Multiply by 100. 1.

5 × 100 = 500

3 × 100 = 300

4. 6 × 100 = 600

To multiply a number by 100, add two zeros to the end. To multiply a number by 1,000, add three zeros to the end.

2 × 100 = 200

Multiply by 1,000. 5. 7 × 1,000 = 7,000

6. 8 × 1,000 = 8,000

4 × 1,000 = 4,000

8. 9 × 1,000 = 9,000

9. 10 × 1,000 = 10,000

10. 6 × 1,000 = 6,000

Ask: Are we counting hundreds or thousands?

Multiply. 100 7 700

12.

1,000 × 6 6,000

18.

17.

23. ×

100 3 300

1,000 × 5 5,000

13.

14. 1,000 × 3 3,000

15.

100 × 9 900

19. 1,000 × 8 8,000

20.

100 × 1 100

21.

25.

26. 1,000 × 7 7,000

27.

24. 1,000 × 4 4,000

100 2 200

100 8 800

100 4 400

16. 1,000 × 1 1,000

1,000 × 2 2,000

22. 1,000 × 5 5,000

100 5 500

28. 1,000 × 6 6,000

Read the problem. Find the answer. 29. A box contains 100 paper clips. If there are 4 boxes, how many paper clips are there?

30. An airplane flies 1,000 miles in an hour. How many miles will it fly in 3 hours?

400 paper clips

3,000 miles

CH A LLENG E

Ask whether the problem is counting hundreds or thousands. Check that students say the place value before writing the zeros.

800,000

What is 8 × 100,000?

Level C

Quick Check

11.

| Chapter 7 - 8

| Lighthouse M AT H

157

Game Part 2: Directions Zero Builder Bank Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a digit and a place-value card.

Teams say the product and build it with zeros.

Correct product deposits one bank point.

Lesson Goal

7 - 9 | Multiplying by Multiples of Ten

Multiply by 20, 30, 300, or 3,000 by using the basic fact first.

LE T’S LE A RN

Teach It

5 × 3 = 15

5 × 30 = 150

300 +

300

+ 300

Board: Write: 5 x 30 = __ Show: Cover the zero and solve 5 x 3 = 15. Say: "First solve the easy fact."

5 × 300 = 1,500

Show: Bring back the ten: 15 tens is 150.

Try: Find 4 x 200 together.

3,000 + 3,000 + 3,000 + 3,000 + 3,000 © Lighthouse Curriculum. Copying strictly prohibited.

Say: "The zero shows we are counting tens, hundreds, or thousands."

5 × 3,000 = 15,000

T RY I T TOGE THER Use patterns to multiply. 1.

21 3×7= 3 × 70 = 210 3 × 700 = 2,100 3 × 7,000 = 21,000

48 8×6= 8 × 60 = 480 8 × 600 = 4,800 8 × 6,000 = 48,000

14 7×2= 7 × 20 = 140 7 × 200 = 1,400 7 × 2,000 = 14,000

Teacher Notes Write 30 on the board. Ask students what number multiplied by 10 equals 30. Say, “3 x 10 is equal to 30.” Tell students that to solve 5 × 30, we can solve 5 × 3 and then multiply by 10. The product is 150. Follow the same process for 300 and 3,000.

158

Level C

| Chapter 7 - 9

| Lighthouse MAT H

Game Part 1: Materials + Setup Zero Train Yard Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make engine cards with basic facts and car cards with 10, 100, or 1,000.

Teams connect an engine to the correct zero car.

Use short facts so students focus on the pattern.

Practical Story

7-9 Name

First, multiply the numbers (without zeros). Then, add the zeros to the end of the answer. 4 × 50 4 × 5 = 20 Add the zero from 50. 4 × 50 = 200

Multiply. 1.

7 × 60 = 420 7 × 600 = 4,200 7 × 6,000 = 42,000

4 × 40 = 160 4 × 400 = 1,600 4 × 4,000 = 16,000

4. 9 × 40 = 360 9 × 400 = 3,600 9 × 4,000 = 36,000

Say: "Each school bus is 40 feet long. If 6 buses park in a line, 6 x 40 helps estimate the length of the line."

8 × 30 = 240 8 × 300 = 2,400 8 × 3,000 = 24,000

5. 5 × 20 = 100 5 × 200 = 1,000 5 × 2,000 = 10,000

Ask: What basic fact do we solve first?

Quick Check

Multiply. 700 × 4 2,800

12. 9,000 × 3 27,000

13.

18. ×

80 2 160

50 6 300

60 9 540

14.

19. 7,000 × 4 28,000

20.

3,000 × 2 6,000

10.

800 × 5 4,000

15. 1,000 × 4 4,000

16.

500 × 8 4,000

21.

22.

200 3 600

10 9 90

40 8 320

11.

20 7 140

17.

900 × 5 4,500

23.

300 7 2,100

100 2 200

400 × 7 2,800

Read the problem. Find the answer. 24. Each school bus is 40 feet long. How long are 6 school buses?

25. A company makes $3,000 a month. How much does it make after 7 months?

240 feet

$21,000

CH A LLENG E

4,000,000

What is 5 × 800,000?

Level C

Ask for the basic fact first, then the place value. Check that students attach the correct number of zeros.

| Chapter 7 - 9

| Lighthouse M AT H

159

Game Part 2: Directions Zero Train Yard Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a fact like 6 x 40.

Team solves 6 x 4, then attaches the zero value.

Correct train earns a delivery point.

Lesson Goal

7 - 10 | Estimating Products

Round a number and multiply to find an estimate.

LE T’S LE A RN There are 34 napkins in a package. About how many napkins are in 6 packages?

Teach It

You don’t need an exact answer.

Board: Write: 6 x 34

Round 34 to the nearest ten to estimate.

Show: Round 34 to 30.

Say: "An estimate is a close answer, not the exact answer."

Round Up

32 33 34 35 36 37 38 39 40

T RY I T TOGE THER Round the top number to the nearest ten and multiply. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Try: Estimate 4 x 58 together.

Round Down

30 × 6 180

There are about 180 napkins in 6 packages.

Show: Multiply 6 x 30 = 180. Say: "We estimate when an exact answer is not needed."

3( 6

30 31 32 33 34 35 36 37 38 39 40

38 (

40 4 160

600 610 620 630 640 650 660 670 680 690 700

660 3

20 21 22 23 24 25 26 27 28 29 30

700 3 2,100

2$ 7

20 7 140

500 510 520 530 540 550 560 570 580 590 600

)20 )

500 5 × 2,500

Teacher Notes Explain that an estimate is a good guess. It is used when an exact number isn’t needed. Ask, “Would it be possible to count the exact number of items in the grocery store within one hour?” Explain that you could count the number of items in one section and multiply by the number of sections. Explain that the words “About how many?” are often used when estimating.

160

Level C

| Chapter 7 - 10

| Lighthouse MATH

Game Part 1: Materials + Setup Estimate Auction Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make product cards like 7 x 42 and 5 x 89.

Give each team a small estimate board.

Tell students the closest reasonable estimate wins.

Practical Story

7 - 10 Name

Say: "A store shelf has about 34 notebooks in one stack. If there are 6 stacks, the worker can estimate to see if there are about enough notebooks for 180 students."

Estimate. First, round the top number to the nearest 10 or 100. Then, multiply. 49 6

50 6 300

43 8

40 8 320

68 3

72 7

83 9

10.

13.

3 210

42 7

384 3

488 5

51 7

11.

7 490

14.

9 720

7 280

400

6 × 3,600

782 2

617 7

179 3

94 2

12.

7 350

600

582 × 6

5 × 2,500

659 4

3 1,200

500

15.

700

× 4 2,800

800

2 1,600

600

Ask: Why is an estimate enough in this situation?

7 × 4,200

200

3 600

Quick Check

100

2 200

Read the problem. Find the answer. 16. There are 8 rows of chairs in an auditorium, with 62 chairs in each row. About how many chairs are there altogether?

17. Each crate of apples weighs 47 pounds. About how much do 5 crates weigh?

About 480 chairs

About 250 pounds

CH A LLENG E

About how much is 58 × 62?

About 3,600

| Chapter 7 - 10

| Lighthouse M ATH

Level C

Have students round before multiplying. Check that they explain why the product is an estimate.

161

Game Part 2: Directions Estimate Auction Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one product card.

Teams round first, then write an estimate.

Teams explain their rounding before points are given.

Lesson Goal

7 - 11 | Chapter Review

Review multiplication facts, place-value products, multiples of ten, and estimating.

LE T’S R EVI EW

6 Times Table

Teach It Board: Write one fact, one 100s problem, and one estimate.

Show: Ask students to name the skill before solving.

Times Table

Say: "Choosing the right strategy makes the review easier." Try: Have students explain one review problem aloud.

Times Table

7×1 = 7 7 × 2 = 14 7 × 3 = 21 7 × 4 = 28 7 × 5 = 35 7 × 6 = 42 7 × 7 = 49 7 × 8 = 56 7 × 9 = 63 7 × 10 = 70

100

9×1 = 9 9 × 2 = 18 9 × 3 = 27 9 × 4 = 36 9 × 5 = 45 9 × 6 = 54 9 × 7 = 63 9 × 8 = 72 9 × 9 = 81 9 × 10 = 90

Say: "First decide what kind of problem it is." Show: Solve each problem with its matching strategy.

6×1 = 6 6 × 2 = 12 6 × 3 = 18 6 × 4 = 24 6 × 5 = 30 6 × 6 = 36 6 × 7 = 42 6 × 8 = 48 6 × 9 = 54 6 × 10 = 60

8 Times Table

8×1 = 8 8 × 2 = 16 8 × 3 = 24 8 × 4 = 32 8 × 5 = 40 8 × 6 = 48 8 × 7 = 56 8 × 8 = 64 8 × 9 = 72 8 × 10 = 80

1,000

Times Table

100 × 1 = 100 100 × 2 = 200 100 × 3 = 300 100 × 4 = 400 100 × 5 = 500 100 × 6 = 600 100 × 7 = 700 100 × 8 = 800 100 × 9 = 900 100 × 10 = 1,000

Times Table

1,000 × 1 = 1,000 1,000 × 2 = 2,000 1,000 × 3 = 3,000 1,000 × 4 = 4,000 1,000 × 5 = 5,000 1,000 × 6 = 6,000 1,000 × 7 = 7,000 1,000 × 8 = 8,000 1,000 × 9 = 9,000 1,000 × 10 = 10,000

T RY I T TOGE THER Use patterns to multiply. 1.

3 3×1= 3 × 10 = 30 3 × 100 = 300 3 × 1,000 = 3,000

6 2×3= 2 × 30 = 60 2 × 300 = 600 2 × 3,000 = 6,000

24 4×6= 4 × 60 = 240 4 × 600 = 2,400 4 × 6,000 = 24,000

Teacher Notes Once students have filled out the times tables charts, ask them to describe any patterns they see. Remind students they can use these patterns to help them solve and remember their facts.

162

Level C

| Chapter 7 - 11

| Lighthouse MAT H

Game Part 1: Materials + Setup Multiplication Mission Cards Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make four mission piles: facts, 100/1,000, multiples of ten, estimate.

Put one sample card in each pile.

Teams must complete one card from every pile.

Practical Story

7 - 11 Name

Say: "A school order may need exact counts for snacks, large counts for boxes of supplies, and estimates for a big event. Each kind of problem needs the right multiplication thinking."

Multiply. 1.

6 × 6 36

9 × 4 36

8 × 2 16

7 × 3 21

8 × 4 32

9 × 9 81

8 × 9 72

6 × 2 12

7 × 7 49

10.

6 × 7 42

11.

9 × 3 27

12.

7 × 2 14

13.

7 × 4 28

14.

7 × 9 63

15.

6 × 3 18

16.

9 × 2 18

17.

6 × 4 24

18.

8 × 8 64

19.

8 × 3 24

20.

8 × 7 56

21.

7 × 5 35

22. ×

100 9 900

23. 2,000 × 4 8,000

24. ×

25. 8,000 × 5 40,000

50 7 350

26. ×

27.

60 3 180

900 × 5 4,500

Ask: Do we need an exact answer or an estimate?

Estimate. First, round the top number to the nearest 10 or 100. Then, multiply.

51 6

50 × 6 300

29.

300 4 × 1,200

278 × 4

30.

814 × 2

Quick Check

800 2 × 1,600

Read the problem. Find the answer. 31. Alan saves $19 per week. About how much money will he have saved after 3 weeks?

32. A bus ticket costs $92. If 7 people each buy a ticket, about how much do they spend in total?

About $60

About $630

28.

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

Is 300 or 600 a better estimate for the product of 145 × 3? Why?

CH A LLENG E

300 is better because 145 rounds to 100, and 100 × 3 = 300.

Level C

| Chapter 7 - 11

| Lighthouse M ATH

163

Game Part 2: Directions Multiplication Mission Cards Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student chooses a mission pile and solves a card.

The student names the skill and shows the work.

All four missions completed wins the round.

7 - 12 | Cumulative Review

Solve. 1.

8 + 6 14

2 2 4

6 + 8 14

14.

3 3 6

20.

9 × 3 27

26.

5 4 9

32.

7 × 9 63

38.

16 9 7

44.

50.

8 3 11

14 , 7 7

56.

7. ×

13.

19. +

25.

31.

37.

43.

49.

55.

164

8 2 6

6 3 3

8 × 2 16

15.

21.

4 3 7

27.

1 7 8

33.

8 1 8

5 × 8 40

39.

7 5 2

45.

13 , 8 5

51.

6 × 2 12

57.

15 , 8 7

7 + 8 15

10.

4 + 8 12

16.

1 1 1

22.

13 , 6 7

28.

1 3 4

34.

16 , 7 9

40.

12 7 5

46.

52.

2 6 8

3 × 5 15

58.

Level C

| Chapter 7 - 12

4 3 1

11.

11 5 6

5 + 8 13

17.

1 + 9 10

23.

9 × 4 36

29.

9 4 5

35.

9 × 9 81

41.

7 4 3

47.

53.

7 1 6

11 + 4 15

59.

| Lighthouse MATH

3 × 4 12

12 , 6 6

12.

2 + 8 10

18.

24.

7 6 1

8 × 3 24

30.

6 1 5

2 3 5

36.

9 2 7

11 2 9

42.

7 1 8

5 2 3

11 3 8

48.

6 4 10

7 × 7 49

54. ×

4 2 8

8 3 11

60.

2 5 7

3 5 8

9 8 1

12 , 6 6

7 - 12 Name

Add. 1.

+$ + 83 174

$+ + (6 65

22 + )) 77

2(0 +62$ 861

$82 +((( 626

)6$ +$87 748

2)6 3)0 +$36 742

380 3)6 +2)0 986

3($ 200 +$7( 715

10.

($+ 333 +$+0 942

11.

$(8 338 +(6$ 947

12.

$$) ((3 +263 821

14.

8) , 26 59

15.

82 , 3) 47

16.

6(3 ,(+( 149

17.

3(+ ,2() 104

18. +)2 , 62 890

Subtract. 13.

88 , 73 15

19.

9 × 0 0

20.

9 × 1 9

21.

9 × 3 27

22.

8 × 3 24

23.

8 × 5 40

24.

2 × 9 18

25.

6 × 9 54

26.

6 × 1 6

27.

7 × 7 49

28.

5 × 3 15

29.

2 × 4 8

30.

6 × 8 48

Multiply.

Answer the questions about each number. 31.

856

Which digit is in the tens place? 5

32.

3,052

Which digit is in the thousands place?

Level C

| Chapter 7 - 12

What is the value of the digit 8? 800

What is the value of the digit 5? 50

| Lighthouse MATH

165

8 C H A P T E R

166

In Chapter 8 we will get an

Introduction to Division Division is the opposite of multiplication. We start with a whole and divide it into equal groups. • We will make equal groups of different sizes. • We will write division sentences for equal groups. • We will divide by 2, 3, 4, and 5. • We will learn how to write division facts in different ways. • We will use multiplication to solve or check division.

167

Lesson Goal

8 - 1 | Equal Groups

Divide objects into equal groups and understand fair sharing.

LE T’S LE A RN 12 cupcakes can be split in different ways. Notice how the number of cupcakes in each box changes when using different numbers of boxes.

Teach It Board: Write: 12 counters into 3 equal groups Show: Draw 3 circles and share 12 dots one at a time. Say: "Division means making equal groups."

Say: "Equal groups must have the same amount." Try: Share 15 counters into 5 groups.

12 cupcakes in 3 boxes

12 cupcakes in 4 boxes

12 cupcakes in 6 boxes

T RY I T TOGE THER Use the picture to answer the question. © Lighthouse Curriculum. Copying strictly prohibited.

Show: Show that each group has 4.

12 cupcakes in 2 boxes

20 beads on 5 bracelets How many on each bracelet? 4

36 beads with 6 on each bracelet. How many bracelets? 6

8 slices for 4 people How many slices per person? 2

8 roses in 2 vases How many in each vase? 4

Teacher Notes Tell students that today, we will be dividing objects into equal groups. Ask students to come up with a list of real-life examples where equal groups are needed.

168

Level C

| Chapter 8 - 1

| Lighthouse MAT H

Game Part 1: Materials + Setup Equal Share Shop Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Give teams counters and shop order cards.

Each card says how many items and how many bags.

Students must fill every bag equally.

Practical Story

8-1 Name

Say: "A teacher has 12 pencils and 3 tables. The teacher wants each table to get the same amount, so the pencils are divided fairly."

Circle equal groups. Write how many groups. 1.

Each shirt needs 5 buttons.

Each letter needs 2 stamps.

How many shirts? 6

How many letters? 5

Ask: How do we know the groups are fair?

Circle equal groups. Write how many in each group. 3.

4. Blocks shared between 3 children

Taffies divided into 4 bags

Quick Check

How many in each bag? 3

How many for each child? 6

5. There are 54 paintbrushes. Each painter needs 6.

6. 5 sticker sheets have the same number of stickers. There are 40 stickers in all.

How many painters? 9

CH A LLENG E

How many stickers on each sheet? 8

Use the picture to answer the question.

Level C

If you have $56, how many balls can you buy? 8

| Chapter 8 - 1

Draw a picture to answer the question.

Have students share counters into equal groups. Check that every group has the same amount before they write the answer.

$7.00

| Lighthouse M AT H

169

Game Part 2: Directions Equal Share Shop Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one order card.

Teams share the counters into equal bags.

Correct equal groups and answer earn a shop point.

Lesson Goal

8 - 2 | Introduction to Division

Write division sentences for equal groups.

LE T’S LE A RN

Teach It

Division helps us figure out how many are in each group or how many groups can be made. How many candies can each child get?

Board: Write: 20 divided by 4 = __

There are 24 candies. There are 4 children. Twenty-four divided by four equals six.

Show: Draw 20 dots and split them into groups of 4.

24 ÷ 4 = 6

Say: "The first number is the total we start with."

Each child can get 6 candies.

T RY I T TOGE THER

Show: Write: 20 / 4 = 5.

Try: Write a division sentence for 18 divided by 3.

Fill in the correct numbers. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "The answer tells how many groups or how many in each group."

60 Jelly Beans

How many on each plate?

How many slices per person? 12 divided by 4 = 3 12 ÷ 4 = 3 3 slices per person

60 divided by 6 = 10 60 ÷ 6 = 10 10 on each plate

4. Cars have 4 wheels. How many cars?

Every pair has 2. How many pairs? 18 divided by 2 = 9 18 ÷ 2 = 9 9 pairs

16 divided by 4 = 4 16 ÷ 4 = 4 4 cars

Teacher Notes Explain that when we put objects into equal groups, we can divide to find the number of groups or how many are in each group. To show division, we write ÷. The amount we start with is called the dividend, the number we divide by is the divisor, and the answer is the quotient.

170

Level C

| Chapter 8 - 2

| Lighthouse MAT H

Game Part 1: Materials + Setup Division Sentence Builder Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make cards for totals, divisors, and quotients.

Put equal-group pictures on the board.

Teams build the matching division sentence.

Practical Story

8-2 Name

Say: "A teacher has 20 worksheets and gives 4 to each table. Division tells how many tables can get worksheets."

There are 32 plants. Use the array to answer the questions. 1.

How many groups of 8? 4 32 ÷ 8 = 4

How many groups of 2? 16 32 ÷ 2 = 16

How many groups of 4? 8 32 ÷ 4 = 8

Ask: What is the total? What are we dividing by?

Quick Check Draw a picture or an array to solve. 4. 24 ÷ 8 = 3

5. 9 ÷ 3 = 3

Ask students to name the total and the divisor. Check that the quotient answers the question being asked.

6. 20 ÷ 5 = 4

Mark wants to buy cookies. Each cookie costs $3. He has $15. How many cookies can he buy?

Read the problem. Draw a picture or an array to solve. 5 cookies

If David had 12 pieces of candy, what are all the possible ways he could separate them into equal groups?

CH A LLENG E

2 groups of 6 3 groups of 4 4 groups of 3

Level C

6 groups of 2 1 groups of 12 12 groups of 1

| Chapter 8 - 2 | Lighthouse MATH

171

Game Part 2: Directions Division Sentence Builder Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one equal-group picture.

Teams choose the correct number cards.

Correct sentence plus meaning earns a builder point.

Lesson Goal

8 - 3 | Dividing by Two

Divide by 2 by making two equal groups or finding half.

LE T’S LE A RN How many children can get a pair of shoes?

Teach It

There are 18 shoes. Each child wears 2 shoes.

Board: Write: 14 / 2 = __

18 ÷ 2 = 9

Show: Share 14 dots into 2 equal groups.

9 children can get shoes.

Say: "Dividing by 2 means finding half."

T RY I T TOGE THER There are two teams. Write the number of boys on each team. 1.

Say: "If double 7 is 14, then half of 14 is 7." Try: Find 18 / 2 together.

Show: Show that each group has 7.

How many boys? 8 How many teams? 2 How many on each team? 4 8÷2= 4

How many boys? 4 How many teams? 2 How many on each team? 2 4÷2= 2

Draw a picture or an array to solve. 3.

16 ÷ 2 = 8

4. 12 ÷ 2 = 6

5. 6 ÷ 2 = 3

6. 20 ÷ 2 = 10

Teacher Notes Explain that dividing by two means finding half. Call out even numbers and have students tell you what half of each is. Make the connection between multiplying by two (doubling) and dividing by two (halving).

172

Level C

| Chapter 8 - 3

| Lighthouse MAT H

Game Part 1: Materials + Setup Half-It Dash Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make even-number cards from 2 to 20.

Give each team two cups for sharing.

Teams must show two equal halves.

Practical Story

8-3 Name

Say: "Two students share 14 cards. To be fair, each student must get the same number. Dividing by 2 finds each share."

Divide. 12 ÷ 2 = 6

4÷2= 2

4. 14 ÷ 2 = 7

5. 16 ÷ 2 = 8

6. 10 ÷ 2 = 5

6÷2= 3

8. 12 ÷ 2 = 6

9. 18 ÷ 2 = 9

10. 2 ÷ 2 = 1

11. 8 ÷ 2 = 4

12. 20 ÷ 2 = 10

13. 14 ÷ 2 = 7

14. 6 ÷ 2 = 3

15. 10 ÷ 2 = 5

16. 16 ÷ 2 = 8

17. 8 ÷ 2 = 4

18. 18 ÷ 2 = 9

19. 10 ÷ 2 = 5

20. 18 ÷ 2 = 9

Quick Check

21. 4 ÷ 2 = 2

22. 14 ÷ 2 = 7

23. 12 ÷ 2 = 6

24. 20 ÷ 2 = 10

25. 6 ÷ 2 = 3

26. 2 ÷ 2 = 1

27. 4 ÷ 2 = 2

28. 12 ÷ 2 = 6

Ask students to find half and then double back to check. Check that both groups are equal.

29. 10 ÷ 2 = 5

30. 20 ÷ 2 = 10

31. 8 ÷ 2 = 4

32. 16 ÷ 2 = 8

10 ÷ 2 = 5

Ask: What multiplication fact checks the answer?

Read the problem. Find the answer. 33. A teacher has 14 books. She wants to stack them in 2 piles. How many books will be in each pile?

34. Sarah has 10 dollars. She wants to buy sodas that cost $2 each. How many sodas can she buy?

7 books

CH A LLENG E

5 sodas

What is 100 ÷ 2? How do you know?

Level C

50, because 50 + 50 = 100

| Chapter 8 - 3

| Lighthouse M ATH

173

Game Part 2: Directions Half-It Dash Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip an even-number card.

Teams split counters into two equal groups.

First correct half and check fact wins.

Lesson Goal

8 - 4 | Dividing by Three

Divide by 3 using equal groups or a related multiplication fact.

LE T’S LE A RN The same amount of pencils are in each case. How many are in each case?

Teach It

There are 9 pencils. There are 3 pencil cases.

Board: Write: 21 / 3 = __

9÷3=3

Show: Draw 3 equal groups and share 21 dots.

3 pencils are in each case.

Say: "We can divide by asking, 3 times what equals 21?"

T RY I T TOGE THER Each flashlight needs three batteries. Write the number of flashlights.

Show: Write: 3 x 7 = 21, so 21 / 3 = 7.

Try: Use multiplication to find 24 / 3.

Say: "Multiplication helps us check division."

How many batteries? 12

How many batteries? 6

How many in each flashlight? 3

How many flashlights? 4

How many flashlights? 2

12 ÷ 3 = 4

6÷3= 4

Draw a picture or an array to solve. 3.

24 ÷ 3 = 8

4. 18 ÷ 3 = 6

5. 9 ÷ 3 = 3

6. 30 ÷ 3 = 10

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by three. Discuss which method is faster and easier.

174

Level C

| Chapter 8 - 4

| Lighthouse M AT H

Game Part 1: Materials + Setup Triple Share Race Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make total cards that divide by 3.

Give each team three group mats.

Students may draw, share counters, or use a fact.

Practical Story

8-4 Name

Say: "A teacher has 21 markers for 3 tables. Division tells how many markers each table gets, and multiplication checks that the total is right."

Divide. 6÷3= 2

12 ÷ 3 = 4

4. 15 ÷ 3 = 5

5. 30 ÷ 3 = 10

6. 21 ÷ 3 = 7

18 ÷ 3 = 6

8. 18 ÷ 2 = 8

9. 15 ÷ 3 = 5

10. 9 ÷ 3 = 3

11. 24 ÷ 3 = 8

12. 3 ÷ 3 = 1

13. 3 ÷ 3 = 1

14. 9 ÷ 3 = 3

15. 12 ÷ 3 = 4

16. 12 ÷ 3 = 4

17. 2 ÷ 2 = 1

18. 12 ÷ 3 = 4

19. 8 ÷ 2 = 4

20. 21 ÷ 3 = 7

21. 15 ÷ 3 = 5

22. 27 ÷ 3 = 9

23. 18 ÷ 3 = 6

24. 10 ÷ 2 = 5

25. 18 ÷ 2 = 9

26. 6 ÷ 3 = 2

27. 10 ÷ 2 = 5

28. 30 ÷ 3 = 10

29. 3 ÷ 3 = 1

30. 16 ÷ 2 = 8

31. 4 ÷ 2 = 2

32. 6 ÷ 2 = 3

Ask: What times 3 equals the total?

Quick Check

27 ÷ 3 = 9

Read the problem. Find the answer. 33. Sam has 21 toy cars. He wants to give the same number of cars to his 3 cousins. How many cars does each cousin get?

34. Sarah has 12 flowers. She wants to arrange them in vases, with 3 flowers in each vase. How many vases will she need?

7 cars

4 vases

CH A LLENG E

If 12 × 3 = 36, what is 36 ÷ 3?

Level C

Ask which 3s fact matches the total. Check that students multiply the quotient by 3 to prove it.

| Chapter 8 - 4

| Lighthouse MAT H

175

Game Part 2: Directions Triple Share Race Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one total card.

Teams find the equal amount in each of 3 groups.

Correct answer with a check fact moves ahead.

Lesson Goal

8 - 5 | Dividing by Four

Divide by 4 by making four equal groups or using 4s facts.

LE T’S LE A RN How many horses can get horseshoes on their feet?

Teach It

There are 28 horseshoes. Each horse needs 4 horseshoes.

Board: Write: 28 / 4 = __

28 ÷ 4 = 7

Show: Draw 4 equal groups and share 28.

7 horses can get horseshoes.

Say: "Dividing by 4 means making four equal parts."

T RY I T TOGE THER There are 4 painters. Each painter has the same number of paintbrushes. 1.

Say: "The multiplication fact tells the division answer." Try: Find 36 / 4 together.

Show: Write: 4 x 7 = 28.

How many paintbrushes? 20

How many painters? 4

How many brushes does each painter get? 5

How many brushes does each painter get? 3

20 ÷ 4 = 5

12 ÷ 4 = 3

Draw a picture or an array to solve. 3.

32 ÷ 4 = 8

4. 24 ÷ 4 = 6

5. 8 ÷ 4 = 2

6. 40 ÷ 4 = 10

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by four. Discuss which method is faster and easier.

176

Level C

| Chapter 8 - 5

| Lighthouse MAT H

Game Part 1: Materials + Setup Four Team Draft Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Draw four team boxes on the board.

Make player cards with totals like 16, 24, and 32.

Teams draft equal players into four boxes.

Practical Story

8-5 Name

Say: "A class has 28 students and needs 4 relay teams. Division helps the teacher make the teams even."

Divide. 28 ÷ 4 = 7

32 ÷ 4 = 8

4. 20 ÷ 2 = 10

5. 16 ÷ 4 = 4

6. 24 ÷ 4 = 6

20 ÷ 4 = 5

8. 30 ÷ 3 = 10

9. 4 ÷ 4 = 1

10. 8 ÷ 4 = 2

11. 40 ÷ 4 = 10

12. 14 ÷ 2 = 7

13. 12 ÷ 4 = 3

14. 12 ÷ 4 = 3

15. 4 ÷ 4 = 1

16. 18 ÷ 2 = 9

17. 20 ÷ 2 = 10

18. 36 ÷ 4 = 9

19. 3 ÷ 3 = 1

20. 16 ÷ 4 = 4

21. 30 ÷ 3 = 10

22. 9 ÷ 3 = 3

23. 12 ÷ 3 = 4

24. 28 ÷ 4 = 7

25. 14 ÷ 2 = 7

26. 21 ÷ 3 = 7

27. 24 ÷ 3 = 8

28. 20 ÷ 4 = 5

29. 18 ÷ 2 = 9

30. 15 ÷ 3 = 5

31. 8 ÷ 4 = 2

32. 12 ÷ 4 = 3

36 ÷ 4 = 9

Ask: How can we check if every team has the same amount?

Quick Check Ask students to make four equal groups. Check that they use a 4s multiplication fact to verify the quotient.

33. A group of 16 campers want to make 4 equal teams for a relay race. How many campers will be on each team?

34. There are 36 people waiting to ride a small amusement park ride. Each car on the ride holds 4 people. How many cars will be filled?

4 campers

CH A LLENG E

9 cars

I have 40 coins. I divide them into 4 piles. Then, I give away 5 coins from each pile. How many coins do I have left in each pile?

Level C

Read the problem. Find the answer.

| Chapter 8 - 5

5 coins

| Lighthouse M AT H

177

Game Part 2: Directions Four Team Draft Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one player total.

Teams divide it into four equal teams.

Correct team size and check fact earns a draft point.

Lesson Goal

8 - 6 | Dividing by Five

Divide by 5 using groups of five and 5s facts.

LE T’S LE A RN

Teach It

The same number of cookies are in each box. How many cookies go in each box? There are 10 cookies. There are 5 boxes.

Board: Write: 35 / 5 = __ Show: Circle 35 dots into groups of 5.

10 ÷ 5 = 2 2 cookies go in each box.

Say: "Dividing by 5 asks how many groups of 5 fit in the total."

T RY I T TOGE THER

Show: Write: 5 x 7 = 35.

Five pennies are equal to one nickel. Based on the number of pennies, write the number of nickels.

Say: "Counting by fives can help us divide by 5." © Lighthouse Curriculum. Copying strictly prohibited.

Try: Find 45 / 5 together.

How many pennies? 15

How many pennies? 20

How many pennies in a nickel? 5

How many nickels? 3

How many nickels? 4

15 ÷ 5 = 3

20 ÷ 5 = 4

Draw a picture or an array to solve. 3.

40 ÷ 5 = 8

4. 30 ÷ 5 = 6

5. 35 ÷ 5 = 7

6. 50 ÷ 5 = 10

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by five. Discuss which method is faster and easier.

178

Level C

| Chapter 8 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Nickel Booth Materials:

coin cards or play money, price cards, student boards, pencils

Setup: 1

Give teams penny counters in totals that divide by 5.

Use a sign that says 5 pennies make 1 nickel.

Students trade each group of five for a nickel point.

Practical Story

8-6 Name

Say: "A student has 35 pennies. Five pennies make one nickel. Division tells how many nickels the pennies are worth."

Divide. 5÷5= 1

30 ÷ 5 = 6

4. 35 ÷ 5 = 7

5. 35 ÷ 5 = 7

6. 15 ÷ 5 = 3

10 ÷ 5 = 2

8. 15 ÷ 5 = 3

9. 5 ÷ 5 = 1

10. 50 ÷ 5 = 10

11. 25 ÷ 5 = 5

12. 20 ÷ 5 = 4

13. 40 ÷ 5 = 8

14. 30 ÷ 5 = 6

15. 45 ÷ 5 = 9

16. 30 ÷ 5 = 6

17. 30 ÷ 5 = 6

18. 12 ÷ 3 = 4

19. 40 ÷ 4 = 10

20. 15 ÷ 3 = 5

21. 21 ÷ 3 = 7

22. 27 ÷ 3 = 9

23. 14 ÷ 2 = 7

24. 25 ÷ 5 = 5

25. 35 ÷ 5 = 7

26. 20 ÷ 5 = 4

27. 18 ÷ 3 = 6

28. 6 ÷ 2 = 3

29. 20 ÷ 4 = 5

30. 8 ÷ 2 = 4

31. 24 ÷ 3 = 8

32. 5 ÷ 5 = 1

10 ÷ 5 = 2

Ask: What 5s fact checks the answer?

Quick Check

Read the problem. Find the answer. 33. A baker made 25 cookies. He wants to give them to 5 friends, with each person getting the same number. How many cookies does each friend receive?

34. David has 35 toy cars. He wants to pack them into bags, with 5 cars in each bag. How many bags does he need?

5 cookies

CH A LLENG E

7 bags

A number is divided by 5, and then 3 is subtracted from the result. The final answer is 5. What was the original number?

Level C

| Chapter 8 - 6

Ask students to count groups of 5. Check that they can use a 5s fact or skip count to prove the answer.

| Lighthouse M ATH

179

Game Part 2: Directions Nickel Booth Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one penny total.

Teams group the pennies by 5.

Correct number of nickel groups wins the booth point.

Lesson Goal

8 - 7 | Division Notation: Write it Another Way!

Read and write division facts in more than one format.

LE T’S LE A RN There is another way to write a division problem.

Teach It

quotient

Board: Write: 24 / 3 = 8 and 3 ) 24

divisor

Show: Point to the same three numbers in both forms.

Try: Rewrite 18 / 2 in the other form.

T RY I T TOGE THER Write the division sentence another way. 1.

Say: "The total goes inside the division box."

dividend

Fifteen divided by five equals three.

Say: "The numbers are the same, even when the division looks different." Show: Read both as 24 divided by 3 equals 8.

3 5)15

15 ÷ 5 = 3

7 3 21

21 ÷ 3 = 7

4. 16 ÷ 2 = 8

8 16

24 ÷ 4 = 6

5. 20 ÷ 5 = 4

6 4 24

4 20

6. 18 ÷ 3 = 6

5 5 25

25 ÷ 5 = 5

6 18

4 4 16

16 ÷ 4 = 4

9 8. 2 18

18 ÷ 2 = 9

8 9. 3 24

24 ÷ 3 = 8

3 10. 5 15

15 ÷ 5 = 3

7 11. 4 28

28 ÷ 4 = 7

10 12. 4 40

40 ÷ 4 = 10

Teacher Notes Show students the two ways to write division. Point out that the numbers don’t change. We also read them the same way. Review the terms dividend (the number we start with), divisor (the number we divide by), and quotient (the answer). Have students identify each of them in both notations.

180

Level C

| Chapter 8 - 7

| Lighthouse MAT H

Game Part 1: Materials + Setup Notation Flip Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make cards with division facts in one format.

Give teams blank cards to rewrite the fact.

Keep the same numbers on both cards.

Practical Story

8-7 Name

1 3 3

3 3 9

2 4. 3 6

5 5. 4 20

8 6. 3 24

7 5 35

2 8. 4 8

9 9. 4 36

5 10. 5 25

9 11. 3 27

7 12. 4 28

2 13. 2 4

4 14. 3 12

8 15. 5 40

1 16. 4 4

6 17. 4 24

3 18. 2 6

6 19. 4 24

10 20. 5 50

6 21. 2 12

8 22. 2 16

7 23. 3 21

8 24. 5 40

3 25. 5 15

5 26. 2 10

5 27. 3 15

7 28. 5 35

4 29. 2 8

7 30. 2 14

5 31. 5 25

9 32. 4 36

2 33. 5 10

3 34. 3 9

5 35. 9 45

8 36. 4 32

1 37. 2 2

3 38. 4 12

10 39. 2 20

3 40. 6 18

6 41. 5 30

3 42. 9 27

4 43. 4 16

9 44. 5 45

3 45. 4 12

CH A LLENG E

Fill in the missing numbers.

Level C

8 4 32

| Chapter 8 - 7

8 2 16

9 2 18

Ask: Where does the total number go?

Quick Check

Divide. 9 1. 2 18

Say: "Some worksheets write division with a symbol, and some write it in a division box. A student needs to recognize both so they know it is the same job."

Point to both division formats and ask students to read them aloud. Check that the total is placed inside the division box.

4 3 12

| Lighthouse M AT H

181

Game Part 2: Directions Notation Flip Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one notation card.

Teams rewrite it in the other format and solve.

Correct match earns a flip point.

Lesson Goal

8 - 8 | Multiplication and Division

Use multiplication to solve or check division.

LE T’S LE A RN

Teach It

Division is the opposite of multiplication. Use a multiplication fact to solve division.

Board: Write: 32 / 4 = __

18 ÷ 6 = 3 6 × 3 = 18

Show: Ask: 4 times what equals 32?

Use a multiplication fact to check division.

Say: "Multiplication and division are opposite operations."

45 ÷ 5 = 9 9 × 5 = 45

Show: Write: 4 x 8 = 32, so 32 / 4 = 8.

Try: Use multiplication to find 27 / 3.

7 × 4 = 28 28 ÷ 4 = 7

T RY I T TOGE THER Fill in the missing number. 1. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "A multiplication fact can unlock a division fact."

Use a division fact to check multiplication.

3 × 5 = 15

2 × 8 = 16 16 ÷ 2 = 8

15 ÷ 3 = 5 5. 5 × 5 = 25

6. 2 × 1 = 2

25 ÷ 5 = 5

2÷2= 1

9. 4 × 4 = 16 16 ÷ 4 = 4

10.

2 ×2=4

11.

4÷2= 2

3 × 4 = 12

4. 4 × 5 = 20

12 ÷ 3 = 4

20 ÷ 4 = 5

3× 3 =9

8. 4 × 2 = 8

9÷3= 3

8÷4= 2

2 ×3=6

12. 2 × 5 = 10

6÷3= 2

10 ÷ 2 = 5

Teacher Notes Write 3 + 4 = 7 on the board. Ask students how they could check this answer with subtraction. Tell students that just like addition and subtraction are opposites, so are multiplication and division. Subtraction undoes addition, and division undoes multiplication. Multiplication combines equal groups; division breaks them apart. Practice writing related multiplication and division facts (ex: 8 ÷ 2 = 4 and 4 × 2 = 8). Make sure students place numbers in the correct places.

182

Level C

| Chapter 8 - 8

| Lighthouse MAT H

Game Part 1: Materials + Setup Fact Family Lock Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make lock cards with a division fact.

Make key cards with matching multiplication facts.

Teams need to match each lock to its key.

Practical Story

8-8 Name

Say: "A teacher has 32 folders for 4 groups. After dividing, the teacher multiplies 4 groups by 8 folders to make sure no folders are missing."

Fill in the missing number. 1.

8 × 7 = 56

5 × 4 = 20

4 × 6 = 24

8 × 5 = 40

9 × 7 = 63

9 × 6 = 54

8. 3 × 9 = 27

9. 8 × 6 = 48

10.

7 × 5 = 35

11. 6 × 6 = 36

12.

13. 9 × 7 = 63

14.

3 × 6 = 18

15. 9 × 2 = 18

16. 6 × 5 = 30

3 × 7 = 21

18. 8 × 3 = 24

19. 7 × 4 = 28

20. 4 × 7 = 28

21. 6 × 3 = 18

22. 2 × 10 = 20

23. 4 × 8 = 32

24.

17.

2 ×4=8

8 × 8 = 64

Ask: What multiplication fact checks this division?

7 × 7 = 49

Quick Check

Circle the equation that can be used to check the answer. 26. 54 ÷ 9 = 6

2 × 9 = 18

2 × 18 = 9

54 × 9 = 6

27. 5 × 8 = 40

9 × 6 = 54 © Lighthouse Curriculum. Copying strictly prohibited.

25. 18 ÷ 2 = 9

28. 7 × 4 = 28

40 ÷ 8 = 5

8 ÷ 5 = 40

7 ÷ 28 = 4

28 ÷ 7 = 4

If you know that 12 ÷ 4 = 3, what other multiplication and division problems do you know the answers to?

CH A LLENG E

Have students write the matching multiplication fact. Check that the multiplication fact proves the division answer.

12 ÷ 3 = 4, 3 × 4 = 12, and 4 × 3 = 12

Level C

| Chapter 8 - 8

| Lighthouse M ATH

183

Game Part 2: Directions Fact Family Lock Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A team picks one lock card.

They find the matching multiplication key and solve.

Correct lock and key opens the round.

Lesson Goal

8 - 9 | Chapter Review

Review equal groups, division notation, and division facts for 2, 3, 4, and 5.

LE T’S R EVI EW Dividing

Writing Division

When we divide, we make equal groups.

We can write division another way.

Teach It

quotient

Board: Write one equal-group problem and one division fact.

3 5)15

15 ÷ 5 = 3

20 ÷ 5 = 4

divisor

dividend

Division and Multiplication are Opposites

Use division to check or solve multiplication. Use multiplication to check or solve division.

Show: Ask students to identify the total and divisor.

Show: Use a multiplication fact to check the answer. Say: "If the check fact works, the division answer makes sense." Try: Have students explain one review problem.

20 ÷ 4 = 5

5 × 4 = 20

4 × 5 = 20

Say: "Division starts with a total and makes equal groups."

20 ÷ 5 = 4

12 ÷ 3 = 4

5. 25 ÷ 5 = 5

40 ÷ 5 = 8

45 ÷ 5 = 9

4. 10 ÷ 2 = 5

6. 20 ÷ 5 = 4

24 ÷ 3 = 8

8. 8 ÷ 2 = 4

9 9. 3 27

9 10. 2 18

4 11. 4 16

8 12. 5 40

5 13. 3 15

6 14. 4 24

2 15. 2 4

6 16. 3 18

9 17. 5 45

4 18. 2 8

Teacher Notes If students are still having a hard time with division, make sure to keep reviewing multiplication facts. Students should be getting faster at multiplying and dividing as time passes.

184

Level C

| Chapter 8 - 9

| Lighthouse MAT H

Game Part 1: Materials + Setup Division Quest Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make stations for equal groups, notation, and facts 2 through 5.

Place one problem card at each station.

Teams carry a quest sheet to record answers.

Practical Story

8-9 Name

Say: "A class trip needs equal teams, equal snack bags, and fair supply piles. Division helps make each share fair, and multiplication checks the work."

Solve. 9÷3= 3

10 ÷ 5 = 2

4. 36 ÷ 4 = 9

5. 15 ÷ 5 = 3

6. 16 ÷ 2 = 8

21 ÷ 3 = 7

8. 20 ÷ 4 = 5

9. 4 ÷ 2 = 2

10. 6 ÷ 3 = 2

11. 6 ÷ 2 = 3

12. 8 ÷ 2 = 4

16 ÷ 4 = 4

6 13. 4 24

5 14. 5 25

7 15. 4 28

9 16. 3 27

4 17. 5 20

5 18. 3 15

3 19. 3 9

6 20. 2 12

4 21. 2 8

2 22. 3 6

9 23. 5 45

8 24. 5 40

7 25. 5 35

3 26. 2 6

2 27. 4 8

Ask: What is being shared? What are the equal groups?

Quick Check

Fill in the missing numbers. 29. 3 × 9 = 27

30. 5 × 2 = 10

31.

4 × 8 = 32

32. 5 × 6 = 30

33. 4 × 5 = 20

34. 3 × 4 = 12

35. 4 × 4 = 16

28. 2 × 4 = 8

Read the problem. Find the answer. 36. You have 15 toy cars. You want to put them into 3 boxes so each box has the same amount. How many cars go in each box?

37. You have 30 stickers. You want to stick 5 stickers on each page of your notebook. How many pages will you fill?

5 cars

Level C

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

6 pages

| Chapter 8 - 9

| Lighthouse M ATH

185

Game Part 2: Directions Division Quest Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A team solves one station at a time.

They must show a division answer and a multiplication check.

All stations correct completes the quest.

8 - 10 | Cumulative Review

Solve. 1.

4 2 8

10 − 3 7

8 × 2 16

4 × 3 12

13.

7 + 7 14

14.

20.

1 6 7

26.

1 8 8

6 × 6 36

32.

7 × 3 21

38.

19.

25.

31.

37.

4 2 2

6 + 8 14

2 9 11

15.

13 − 8 5

21.

3 2 5

27.

3 + 7 10

33.

6 4 2

39.

−

6 × 3 18

10.

4 + 8 12

9 1 8

16.

7 × 9 63

22.

28.

−

9 7 2

34.

−

8 1 7

40.

−

3 1 2

−

5 + 7 12

11.

2 × 9 18

12.

10 − 7 3

13 − 4 9

17.

18.

9 2 11

3 × 4 12

8 × 9 72

23.

24.

2 2 4

8 × 7 56

29. +

3 4 7

30.

1 1 2

3 1 3

35.

15 − 6 9

36.

4 3 7

8 × 6 48

41.

7 + 3 10

42.

1 5 5

5 × 7 35

2 6 8

6 43. 2 12

4 44. 6 24

8 45. 3 24

6 46. 3 18

5 47. 5 25

5 48. 2 10

9 49. 4 36

3 50. 2 6

4 51. 3 12

8 52. 2 16

6 53. 3 18

8 54. 5 40

5 55. 9 45

7 56. 3 21

4 57. 4 16

2 58. 5 10

5 59. 4 20

7 60. 4 28

186

Level C

| Chapter 8 - 10

| Lighthouse MATH

8 - 10 Name

Add. 1.

66 + 6$ 134

9+ + 7, 164

$,7 + ),) 988

5(( + ,+( 936

2( 92 115

,59 + )25 584

$$9 − 275 614

11.

96) − 2(( 728

12.

−

62 ,+ 22

−

$9 )5 74

997 − $56 141

15.

7 2 14

17.

4 5 20

18.

8 9 72

16.

2 5 10

6 4 24

Subtract. 7. −

$6 79 7

Multiply.

Divide. 2 19. 3 6

4 3 12

14.

6 20. 4 24

5 21. 3 15

5 22. 4 20

5 23. 5 25

4 24. 3 12

13.

Round to the nearest hundred. Estimate the sum or difference. 25. 192 + 257

26. 682 + 728

200 + 300 = 500

28. 523 − 284

27. 816 + 493

700 + 700 = 1,400

29. 482 − 367

500 − 300 = 200

800 + 500 = 1,300

30. 842 − 631

500 − 400 = 100

Level C

| Chapter 8 - 10

| Lighthouse MATH

800 − 600 = 200

187

9 C H A P T E R

188

In Chapter 9 we will learn about

Division (Continued) In this chapter, we will continue to practice dividing by different numbers. We will use multiplication facts to help us divide. • We will divide by 6, 7, 8, and 9. • We will learn rules for dividing by 1 and 0.

189

Lesson Goal

9 - 1 | Dividing by Six

Divide by 6 using equal groups or a related multiplication fact.

LE T’S LE A RN Sodas come in packs of 6. How many packs are there?

Teach It

There are 18 sodas. Each pack has 6 sodas.

Board: Write: 42 / 6 = __

18 ÷ 6 = 3

Show: Ask: 6 times what equals 42?

There are 3 packs.

Say: "Division by 6 connects to the 6s facts."

T RY I T TOGE THER The toys are shared equally between 6 children. Write the number of toys each child gets.

Show: Write: 6 x 7 = 42, so 42 / 6 = 7.

Try: Find 54 / 6 together.

How many toys? 24

How many children?

Say: "If the multiplication check works, the division answer is right."

Think: What times 6 equals 18?

How many toys? 30

2. 6

How many children?

How many does each child get? 4

How many does each child get? 5

24 ÷ 6 = 4

30 ÷ 6 = 5

Draw a picture or an array to solve. 3.

48 ÷ 6 = 8

4. 36 ÷ 6 = 6

5. 42 ÷ 6 = 7

6. 60 ÷ 6 = 10

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by 6. Discuss which method is faster and easier.

190

Level C

| Chapter 9 - 1

| Lighthouse MAT H

Game Part 1: Materials + Setup Pack Counter Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make total cards that divide by 6.

Give teams pack mats labeled 6.

Students group the total into full packs.

Practical Story

9-1 Name

Say: "Sodas come in packs of 6. If a store has 42 sodas, division tells how many full packs there are."

Divide. 24 ÷ 6 = 4

30 ÷ 6 = 5

4. 42 ÷ 6 = 7

5. 48 ÷ 6 = 8

6. 18 ÷ 6 = 3

6÷6= 1

8. 60 ÷ 6 = 10

9. 18 ÷ 6 = 3

10. 12 ÷ 6 = 2

11. 30 ÷ 6 = 5

12. 24 ÷ 6 = 4

13. 6 ÷ 6 = 1

14. 36 ÷ 6 = 6

15. 48 ÷ 6 = 8

16. 42 ÷ 6 = 7

17. 60 ÷ 6 = 10

18. 54 ÷ 6 = 9

19. 12 ÷ 6 = 2

20. 6 ÷ 6 = 1

7 21. 3 21

4 22. 2 8

7 23. 4 28

4 24. 6 24

6 25. 5 30

2 26. 2 4

8 27. 2 16

10 28. 5 50

3 29. 5 15

5 30. 4 20

8 31. 6 48

8 32. 5 40

3 33. 4 12

5 34. 6 30

9 35. 5 45

Ask: Which 6s fact matches the total?

Quick Check Ask which 6s fact matches the total. Check that students multiply the quotient by 6 to get the starting number.

Read the problem. Find the answer. 36. A class of 30 students needs to form 6 equal groups for a project. How many students will be in each group?

37. A store clerk has 54 bottles of juice. He wants to put them into packs of 6. How many six-packs can he make?

5 students

9 six-packs

CH A LLENG E

Solve the riddle. When I am divided by 6, the result is the same as when 5 is added to the number 2. What number am I?

Level C

| Chapter 9 - 1

36 ÷ 6 = 6

| Lighthouse M AT H

191

Game Part 2: Directions Pack Counter Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one total card.

Teams say the matching 6s fact and quotient.

Correct pack count earns a point.

Lesson Goal

9 - 2 | Dividing by Seven

Divide by 7 using weekly groups and 7s facts.

LE T’S LE A RN

Teach It

How many beads can go on each bracelet? There are 56 beads. There are 7 strings.

Board: Write: 49 / 7 = __ Show: Ask: 7 times what equals 49?

56 ÷ 7 = 8 Each bracelet can have 8 beads.

Say: "Seven facts can help us divide by 7."

T RY I T TOGE THER

Show: Write: 7 x 7 = 49.

There are 7 days in a week. If the money is used in one week, how many dollars are used each day?

Say: "The quotient tells how many groups of 7."

How many dollars? 21

How many days?

Try: Find 35 / 7 together.

Think: What times 7 equals 56?

How many dollars? 14 How many days?

How many per day? 3

How many per day?

21 ÷ 7 = 3

21 ÷ 7 =

Draw a picture or an array to solve. 3.

56 ÷ 7 = 8

5. 49 ÷ 7 = 7

4. 42 ÷ 7 = 6

6. 70 ÷ 7 = 10

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by seven. Discuss which method is faster and easier.

192

Level C

| Chapter 9 - 2

| Lighthouse MAT H

Game Part 1: Materials + Setup Week Planner Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Draw a seven-day planner on the board.

Make total-minute cards that divide by 7.

Teams fill each day with the same amount.

Practical Story

9-2 Name

Say: "There are 7 days in a week. If a student reads 49 minutes in one week and reads the same amount each day, division tells how many minutes they read each day."

Divide. 35 ÷ 7 = 5

21 ÷ 7 = 3

4. 49 ÷ 7 = 7

5. 56 ÷ 7 = 8

6. 42 ÷ 7 = 6

14 ÷ 7 = 2

8. 56 ÷ 7 = 8

9. 63 ÷ 7 = 9

10. 28 ÷ 7 = 4

11. 21 ÷ 7 = 3

12. 42 ÷ 7 = 6

13. 7 ÷ 7 = 1

14. 35 ÷ 7 = 5

15. 49 ÷ 7 = 7

16. 70 ÷ 7 = 10

17. 14 ÷ 7 = 2

18. 49 ÷ 7 = 7

19. 35 ÷ 7 = 5

20. 14 ÷ 7 = 2

6 21. 4 24

3 22. 3 9

4 23. 7 28

9 24. 2 18

9 25. 5 45

4 26. 5 20

7 27. 6 42

5 28. 7 35

6 29. 3 18

5 30. 3 15

4 31. 6 24

7 32. 2 14

5 33. 5 25

8 34. 2 16

3 35. 4 12

Ask: What does each group of 7 mean here?

Quick Check

Read the problem. Find the answer. 36. There are 42 balloons to be shared equally among 7 children at a party. How many balloons does each child get?

37. There are 56 people waiting to ride a small train. Each car on the train holds 7 people. How many cars will be filled?

6 balloons

CH A LLENG E

8 cars

Each bag can hold 7 marbles. If you have 25 marbles, how many bags will you need? Will they all be full?

Level C

| Chapter 9 - 2

28 ÷ 7 = 4

Ask students to connect the total to a 7s fact. Check that the quotient tells how many groups or how many in each group.

4 bags - 3 will be full, and one will have 4.

| Lighthouse M ATH

193

Game Part 2: Directions Week Planner Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one total card.

Teams divide the total across 7 days.

Correct daily amount and check fact wins.

Lesson Goal

9 - 3 | Dividing by Eight

Divide by 8 using equal groups or 8s facts.

LE T’S LE A RN

Teach It

Each pizza pie has 8 slices. How many pizza pies are there? There are 24 slices. Each pizza pie has 8 slices.

Board: Write: 64 / 8 = __ Show: Ask: 8 times what equals 64?

24 ÷ 8 = 3 There are 3 pies.

Say: "Dividing by 8 means finding how many groups of 8 or how many in 8 groups."

T RY I T TOGE THER There are 8 tables. Write the number of markers on each table. 1.

Try: Find 48 / 8 together.

Show: Write: 8 x 8 = 64. Say: "The multiplication fact helps us divide quickly."

Think: What times 8 equals 24?

How many markers? 40 How many tables? 8 How many on each table? 40 ÷ 8 = 5

How many markers? 32 How many tables? 8 How many on each table? 32 ÷ 8 = 4

Draw a picture or an array to solve. 3.

64 ÷ 8 = 8

4. 48 ÷ 8 = 6

5. 56 ÷ 8 = 7

6. 80 ÷ 8 = 10

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by eight. Discuss which method is faster and easier.

194

Level C

| Chapter 9 - 3

| Lighthouse MAT H

Game Part 1: Materials + Setup Table Captain Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Draw 8 tables on the board.

Make marker total cards that divide by 8.

Teams act as table captains and share markers equally.

Practical Story

9-3 Name

Say: "Eight tables need the same number of markers. If there are 64 markers, division tells how many markers go on each table."

Divide. 80 ÷ 8 = 10

8÷8= 1

4. 16 ÷ 8 = 2

5. 16 ÷ 8 = 2

6. 24 ÷ 8 = 3

72 ÷ 8 = 9

8. 56 ÷ 8 = 7

9. 40 ÷ 8 = 5

10. 64 ÷ 8 = 8

11. 56 ÷ 8 = 7

12. 32 ÷ 8 = 4

13. 48 ÷ 8 = 6

14. 16 ÷ 8 = 2

15. 24 ÷ 8 = 3

16. 72 ÷ 8 = 9

17. 64 ÷ 8 = 8

18. 32 ÷ 8 = 4

19. 80 ÷ 8 = 10

20. 8 ÷ 8 = 1

4 21. 8 32

2 22. 2 4

3 23. 4 12

6 24. 6 36

2 25. 3 6

3 26. 7 21

4 27. 5 20

8 28. 8 64

5 29. 7 35

6 30. 4 24

5 31. 5 25

5 32. 7 35

2 33. 6 12

4 34. 4 16

6 35. 7 42

Ask: How can multiplication check the table count?

Quick Check Ask students to connect the total to an 8s fact. Check that they multiply back by 8 to prove the quotient. © Lighthouse Curriculum. Copying strictly prohibited.

32 ÷ 8 = 4

Read the problem. Find the answer. 36. There are 40 cookies to share equally among 8 children. How many cookies does each child get?

37. A store has 64 water bottles. They want to put them into boxes that hold 8 bottles each. How many boxes can they fill?

5 cookies

8 boxes

CH A LLENG E

If 32 divided by 8 is 4, what is 32 divided by 16?

Level C

| Chapter 9 - 3

| Lighthouse M ATH

195

Game Part 2: Directions Table Captain Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one marker total.

Teams divide it across 8 tables.

Correct table amount earns the captain point.

Lesson Goal

9 - 4 | Dividing by Nine

Divide by 9 using 9s facts and multiplication checks.

LE T’S LE A RN How many oranges can be put into each bag?

Teach It

There are 27 oranges. There are 9 bags.

Board: Write: 72 / 9 = __

27 ÷ 9 = 3

Show: Ask: 9 times what equals 72?

Each bag has 3 oranges.

Say: "A 9s multiplication fact can solve a 9s division fact."

T RY I T TOGE THER Each box holds 9 muffins. Write the number of boxes needed.

Try: Find 45 / 9 together.

How many muffins? 36

Show: Write: 9 x 8 = 72. Say: "Check by multiplying the quotient by 9."

Think: What times 9 equals 27?

How many muffins? 18

How many in each box? 9

How many boxes? 4

How many boxes?

36 ÷ 9 =

18 ÷ 9 =

Draw a picture or an array to solve. 3.

36 ÷ 9 = 4

4. 54 ÷ 9 = 6

5. 45 ÷ 9 = 5

6. 9 ÷ 9 = 1

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by nine. Ask students if they could use the hand multiplication trick for multiplying by nine to divide by nine. Discuss which method is faster and easier.

196

Level C

| Chapter 9 - 4

| Lighthouse M AT H

Game Part 1: Materials + Setup Nine Box Decoder Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make box cards with totals that divide by 9.

Write a short code where each answer reveals a letter.

Teams solve facts to decode the message.

Practical Story

9-4 Name

Say: "A bakery puts 9 muffins in each box. If there are 72 muffins, division tells how many full boxes can be packed."

Divide. 1.

45 ÷ 9 = 5

54 ÷ 9 = 6

72 ÷ 9 = 8

4. 18 ÷ 9 = 2

5. 63 ÷ 9 = 7

6. 9 ÷ 9 = 1

36 ÷ 9 = 4

8. 27 ÷ 9 = 3

9. 90 ÷ 9 = 10

10. 36 ÷ 9 = 4

11. 72 ÷ 9 = 8

12. 45 ÷ 9 = 5

13. 27 ÷ 9 = 3

14. 45 ÷ 9 = 5

15. 18 ÷ 9 = 2

16. 63 ÷ 9 = 7

17. 81 ÷ 9 = 9

18. 54 ÷ 9 = 6

19. 36 ÷ 9 = 4

20. 9 ÷ 9 = 1

9 21. 3 27

8 22. 3 24

6 23. 9 54

4 24. 9 36

7 25. 6 42

6 26. 8 48

6 27. 2 12

4 28. 4 16

8 29. 9 72

2 30. 7 14

Ask: What 9s fact helps us?

Quick Check Ask students to connect the total to a 9s fact. Check that they use the multiplication fact before writing the quotient.

31. A store has 36 toy cars to put on display. If they want to put them on 9 shelves, how many toy cars will be on each shelf?

32. A garden has 63 bushes arranged in rows and columns. If there are 9 bushes in each row, how many columns are there? 7 columns

4 cars

CH A LLENG E

A number can be divided by 9 if the digits add up to 9. If the answer has more than one digit, add the digits again. Circle the numbers that can be divided by 9. 81

Level C

151

| Chapter 9 - 4

369

530

Read the problem. Find the answer.

621

| Lighthouse MAT H

197

Game Part 2: Directions Nine Box Decoder Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one box total.

Teams divide by 9 and state the check fact.

Correct answer reveals one code letter.

Lesson Goal

9 - 5 | Dividing by Zero and One

Use the rules for dividing by 1 and understand why we cannot divide by 0.

LE T’S LE A RN How many on each plate?

Teach It

Any number divided by itself equals 1.

Any number divided by 1 equals itself.

There are 4 slices. There are 4 plates. Each plate has 1 slice.

There are 4 slices. There is 1 plate. Each plate has 4 slices.

Board: Write: 8 / 1, 0 / 8, and 8 / 0

4÷4=1

Show: Show 8 items in 1 group gives 8.

0÷4=0

1×4=4

You cannot divide by 0.

There are 0 slices. There are 4 plates. Each plate has 0 slices.

Say: "We cannot divide by 0 because we cannot make zero groups."

4÷1=4

0 divided by any number equals 0.

Say: "Dividing by 1 keeps the number the same." Show: Show 0 items shared into 8 groups gives 0 in each group.

4×1=4

There are 4 slices. There are 0 plates.

4×0=0

4÷0=?

0×?=4

T RY I T TOGE THER Write the number of roses in each vase. 1.

How many roses?

How many vases?

How many in each vase?

Try: Sort 6 / 1, 0 / 6, and 6 / 0.

2÷1=

How many roses? 2 How many vases? 2 How many in each vase? 1

2÷2= 1

Teacher Notes Explain each of the rules for dividing by 0 and 1. Use the illustration and the related multiplication facts to explain why each one makes sense.

198

Level C

| Chapter 9 - 5

| Lighthouse MAT H

Game Part 1: Materials + Setup Zero-One Judge Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make three signs: same number, zero, cannot be done.

Prepare cards with division by 1, zero divided by a number, and division by 0.

Students must choose the correct ruling.

Practical Story

9-5 Name

Say: "If 8 students share 8 tickets into one envelope, the envelope has 8 tickets. If there are no tickets to share, each envelope gets 0. But making zero envelopes is not a real sharing plan."

Divide. 7÷7= 1

4÷1= 4

4. 0 ÷ 5 = 0

5. 7 ÷ 1 = 7

6. 0 ÷ 3 = 0

5÷1= 5

8. 0 ÷ 3 = 0

9. 2 ÷ 2 = 1

10. 8 ÷ 1 = 8

11. 4 ÷ 4 = 1

12. 8 ÷ 8 = 1

13. 1 ÷ 1 = 1

14. 0 ÷ 7 = 0

15. 0 ÷ 8 = 0

16. 12 ÷ 1 = 12

17. 2 ÷ 1 = 2

18. 10 ÷ 1 = 10

19. 0 ÷ 5 = 0

20. 0 ÷ 11 = 0

0 21. 2 0

6 22. 6 36

2 23. 6 12

6 24. 9 54

7 25. 4 28

6 26. 1 6

10 27. 8 80

4 28. 6 24

7 29. 8 56

7 30. 3 21

9 31. 6 54

10 32. 1 10

7 33. 6 42

2 34. 5 10

6 35. 7 42

Ask: Which problems can we solve, and which cannot be done?

Quick Check

Read the problem. Find the answer. 36. There is a group of 5 friends who have a bag of 5 muffins. How many muffins does each friend get if they share them equally?

37. Water bottles cost $2. How many water bottles can a person buy with $0? 0 water bottles

1 muffin

0÷1= 0

Give one divide-by-1, one 0-divided-by-a-number, and one divide-by-0 example. Check that students know which one cannot be done.

Use a multiplication fact to explain why you cannot divide by 0.

CH A LLENG E

If you have 8 ÷ 0, you can use 0 × = 8 to solve. However, there is no number you can multiply by 0 to get 8, so there is no answer to 8 ÷ 0.

Level C

| Chapter 9 - 5

| Lighthouse M AT H

199

Game Part 2: Directions Zero-One Judge Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one card.

A student stands under the correct sign and explains why.

Correct ruling and reason earns a judge point.

Lesson Goal

9 - 6 | Chapter Review

Review division facts for 1, 6, 7, 8, and 9, including the rule for 0.

LE T’S R EVI EW Dividing

Teach It

Dividing with 0 and 1

When we divide, we make equal groups.

Board: Write one problem from each fact family.

A number divided by itself equals 1. A number divided by 1 equals itself. 0 divided by a number is 0.

Show: Ask students to name the rule or matching multiplication fact.

Show: Check one answer by multiplying. Say: "Special rules matter for 0 and 1."

36 ÷ 9 = 4

Think: What times 9 equals 36?

Say: "Division is easier when we connect it to multiplication."

You cannot divide by 0.

4 9 36

7÷1= 7

63 ÷ 9 = 7

32 ÷ 4 = 8

4. 3 ÷ 3 = 1

6. 24 ÷ 4 = 6

72 ÷ 8 = 9

8. 30 ÷ 6 = 5

5. 36 ÷ 4 = 9 6 9. 8 48

9 10. 6 54

6 11. 2 12

8 12. 2 16

5 13. 2 10

7 14. 6 42

8 15. 1 8

9 16. 4 36

10 17. 9 90

4 18. 7 28

1 19. 5 5

9 20. 7 63

Try: Have students explain two review answers.

Teacher Notes If students are still having a hard time with division, be sure to continue reviewing multiplication facts. Students should be getting faster at multiplying and dividing as time passes.

200

Level C

| Chapter 9 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Division Escape Room Materials:

fact or problem cards, counters or drawings, student boards, pencils

Setup: 1

Make four locks: 6/7, 8/9, 0/1 rules, word problems.

Each lock has two review cards.

Teams need both answers correct to open a lock.

Practical Story

9-6 Name

Say: "A teacher may divide supplies into packs of 6, weekly groups of 7, tables of 8, or boxes of 9. The fact family tells the fastest way to solve."

Solve. 1.

5÷5= 1

5. 24 ÷ 3 = 8

12 ÷ 2 = 6

21 ÷ 3 = 7

4. 81 ÷ 9 = 9

6. 21 ÷ 7 = 3

28 ÷ 4 = 7

8. 9 ÷ 1 = 9

3 9. 6 18

7 10. 7 49

8 11. 9 72

7 12. 3 21

4 13. 1 4

6 14. 5 30

10 15. 2 20

9 16. 1 9

9 17. 5 45

8 18. 6 48

5 19. 5 25

8 20. 4 32

7 21. 8 56

2 22. 9 18

10 23. 7 70

4 24. 4 16

4 25. 9 36

6 26. 3 18

7 27. 2 14

4 28. 6 24

8 29. 2 16

9 30. 5 45

3 31. 7 21

5 32. 6 30

6 33. 5 30

Ask: What fact family or rule fits this problem?

Quick Check

34. A group of 5 friends pays $20 for a pizza. They want to split the cost evenly. How much does each person have to pay?

35. Emily has $18. She wants to buy toy cars that cost $3 each. How many toy cars can she buy?

CH A LLENG E

6 cars

I have a number. If you divide it by 7, the answer is a whole number. If you divide the same number by 2, you also get a whole number. My number is between 20 and 30. What is my number?

Level C

Read the problem. Find the answer.

| Chapter 9 - 6

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

| Lighthouse M ATH

201

Game Part 2: Directions Division Escape Room Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams choose a lock and solve its cards.

They explain the multiplication check or rule.

Opening all locks completes the escape.

9 - 7 | Cumulative Review

Solve. 1.

1 + 9 10

4 1 4

7 × 8 56

14.

8 × 9 72

20.

26.

2 1 3

32.

3 3 6

38.

−

11 4 7

7. ×

13.

19.

25.

31.

37.

5 × 2 10

10 − 5 5

5 × 3 15

15.

8 × 3 24

21.

27.

6 5 11

33.

1 7 7

14 − 8 6

39.

4 × 4 16

3 × 5 15

10.

10 − 8 2

16.

22.

4 4 8

28.

−

6 3 3

14 − 9 5

34.

8 + 4 12

40.

9 + 7 16

8 × 6 48

11.

3 4 7

9 2 11

12.

−

2 1 1

17.

14 − 6 8

18.

15 − 8 7

9 3 6

23.

24.

2 2 4

12 − 9 3

−

3 × 8 24

29.

30.

−

9 7 2

12 − 4 8

10 − 6 4

35.

9 + 3 12

36.

1 4 5

3 5 8

41.

7 × 9 63

42.

4 7 11

2 3 5

16 − 8 8

8 43. 1 8

2 44. 8 16

9 45. 4 36

5 46. 8 40

7 47. 3 21

7 48. 7 49

9 49. 9 81

6 50. 8 48

5 51. 1 5

9 52. 2 18

5 53. 2 10

2 54. 9 18

5 55. 2 10

9 56. 7 63

6 57. 5 30

4 58. 4 16

8 59. 8 64

7 60. 7 49

202

Level C

| Chapter 9 - 7

| Lighthouse MATH

9-7 Name

Add. 1. +

3$ 48 80

8$ + 78 160

8+ 97 178

5$+ 37, 897

,35 + -45 780

-90 + 440 630

4$5 − 3,$ 63

11.

55$ − 390 162

12.

−

977 14

−

73 48 25

450 − --4 336

15.

6 3 18

17.

3 8 24

18.

9 9 81

16.

2 2 4

4 4 16

Subtract. 7. −

95 70 25

Multiply.

8 8 64

Divide. 8 19. 6 48

14.

7 20. 9 63

6 21. 6 36

4 22. 5 20

5 23. 4 20

3 24. 8 24

Add or subtract the money. 25.

26.

−

+$.04 +0.73 $1.31

31.

+3.,7 +0.30 $3.97

30.

27.

+7.48 +0.0$7.49

28.

−

+8.-+4.95 $3.16

32.

−

+9.58 +,.53 $3.05

33.

+8.94 +0.5$ $9.46

Level C

| Chapter 9 - 7

29.

−

+4.97 +3.54 $1.43

34.

−

+9.-7 +5.94 $3.23

| Lighthouse MATH

+5.3, +-.3$6.67

−

+9.73 +$.39 $7.34

203

13.

10 C H A P T E R

204

In Chapter 10 we will learn about

Fractions We use fractions to describe parts of a whole or parts of a set. A fraction is a number that is smaller than 1. • We will recognize common fractions, such as a half and a quarter. • We will understand what the numerator and denominator of a fraction represent. • We will make fractions of wholes and fractions of sets. • We will divide wholes into equal parts. • We will write fractions on a number line.

205

Lesson Goal

10 - 1 | Quarters, Halves, and Wholes

Recognize wholes, halves, and quarters.

LE T’S LE A RN

Teach It

When we break a whole into two equal parts, each part is called a half. When we break the half into two equal parts, each part is a quarter, or a fourth, of the whole.

Board: Draw one whole rectangle. Break it in half.

Show: Split it into 2 equal parts, then 4 equal parts. Say: "A whole is one complete object." Show: Label 1/2 and 1/4 on the board.

Try: Fold paper to show halves and quarters.

A whole cookie

A half of a cookie

1 cookie

1 cookie 2

A quarter or a fourth of a cookie 1 cookie 4

T RY I T TOGE THER Draw a line to match the picture to the correct name of the part. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "Halves and quarters must be equal parts."

Break it in half.

A half of a pizza 1 pizza 2

A whole pizza 1 pizza

A quarter of a pizza 1 pizza 4

Teacher Notes Have students hold up a piece of paper. Show them how to fold their paper in half (horizontally), crease it, and open it back up. Ask students how many equal parts they see (2). Tell students that each part is half of the paper. Show students how to fold their paper in half again (vertically), crease it, and open it back up. Ask them how many equal parts they see (4). Tell them that these parts are called quarters. Show students how to write halves and quarters as fractions.

206

Level C

| Chapter 10 - 1

| Lighthouse MAT H

Game Part 1: Materials + Setup Fraction Pizza Call Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Draw pizzas cut into wholes, halves, and quarters.

Make order cards like whole pizza, half pizza, quarter pizza.

Teams match each order to the correct picture.

Practical Story

10 - 1 Name

Say: "At snack time, one sandwich can be left whole, cut into halves, or cut into quarters. Fractions tell what size piece each student gets."

Circle the correct answer. 1.

Which shows a whole?

Which describes the frisbee?

4. Which describes the bear?

Which shows a half?

A whole

1 frisbee

1 bear

A half

1 of a frisbee 2

1 of a bear 2

A fourth

1 of a frisbee 4

1 of a bear 4

Quick Check

6. Which describes the apple? A whole

A whole

1 book

1 apple

A half

1 of a book 2

1 of an apple 2

A fourth

1 of a book 4

1 of an apple 4

5. Which describes the book?

Ask: Are the pieces equal? How many pieces are in the whole?

Write whole, halves, or quarters. Draw a picture to show your answer.

CH A LLENG E

Show a whole, half, and quarter. Check that students say the parts must be equal before naming the fraction.

Victor shares his pizza with his 2 friends. He brings a slice home to his mom. How did he split his pizza? Into quarters

Level C

| Chapter 10 - 1

| Lighthouse M ATH

207

Game Part 2: Directions Fraction Pizza Call Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Call out one order card.

Teams hold up or point to the matching fraction picture.

Correct match with equal-parts explanation wins.

Lesson Goal

10 - 2 | Understanding Fractions

Understand a fraction as part of one whole divided into equal parts.

LE T’S LE A RN Fractions are numbers that show less than a whole. To find a fraction, divide a whole into equal parts. The bottom number of the fraction tells us how many equal parts there are.

Teach It

Fraction that is red:

The garden is divided into 4 equal parts.

Board: Write: 1/3 Show: Draw a whole split into 3 equal parts and shade 1 part.

Each part is 1 of the 4 garden.

Try: Draw 1/4 together.

equal parts 1 of the garden is red. 4

T RY I T TOGE THER Write the number of equal parts. Write the fraction for each part. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "The top number tells how many parts we are talking about."

red parts

We say one quarter.

Say: "The bottom number tells how many equal parts are in the whole." Show: Point to the shaded part.

2 equal parts

Each part is

4 equal parts

5 equal parts

Each part is

8 equal parts

Each part is

3 equal parts

1 3

6 equal parts

Each part is

Teacher Notes Tell students that a fraction is a part of a whole. That means we only have part of an object like an apple or a pizza. The bottom of the fraction tells us how many equal parts there are in the whole. As a class, come up with a list of wholes and draw them on the board. Divide each whole into equal parts. Color one part of each whole and write a fraction for that part. Tell students that we can describe 1 part of the whole by writing a fraction with a top number of 1.

208

Level C

| Chapter 10 - 2

| Lighthouse MAT H

Game Part 1: Materials + Setup Fraction Chef Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Make recipe cards with fractions like 1/2, 1/3, and 1/4.

Give teams blank circles or rectangles as food pieces.

1 8

Students divide and shade the recipe amount.

1 6

Practical Story

10 - 2 Name

Say: "A cake is cut into equal slices. If one slice is served, the fraction tells how much of the cake was served."

What part is colored red? Circle the correct fraction. 1.

1 2

1 3

1 6

1 4

1 3

1 5

1 4

1 2

1 3

1 6

1 4

1 3

1 8

1 4

1 2

1 8

1 2

1 8

1 6

Ask: What does the bottom number tell us?

1 8

1 2

1 6

Quick Check Ask what the bottom number tells and what the top number tells. Check that students divide the whole into equal parts.

Color the correct fraction. 10.

1 10

11.

1 8

13.

1 4

14.

1 10

12.

15.

1 5

1 3

16.

1 3

1 4

Divide each square into 4 equal parts. Each way must be different.

CH A LLENG E

Level C

| Chapter 10 - 2

| Lighthouse M ATH

209

Game Part 2: Directions Fraction Chef Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one recipe card.

Teams draw equal parts and shade the correct part.

Correct fraction plate earns a chef point.

Lesson Goal

10 - 3 | Parts of a Whole

Use numerator and denominator to name parts of a whole.

LE T’S LE A RN The bottom number, or denominator, of the fraction tells us how many equal parts there are in the whole. The top number, or numerator, of the fraction tells us how many parts we are talking about.

Teach It Board: Write: 3/5 Show: Draw a shape split into 5 equal parts and shade 3.

Try: Show 2/6 together.

slices left

denominator

equal parts

We say one-sixth.

We say two-thirds.

Say: "The numerator is the number of parts we use or shade."

Say: "The denominator is the number of equal parts in the whole." Show: Point to the shaded parts.

numerator

blue parts

equal parts

blue parts

equal parts

blue parts

equal parts

blue parts

equal parts

Teacher Notes Draw a circle on the board with two parts out of four parts shaded. Tell students that the top number is called the numerator. This shows how many parts are shaded (2). Tell students that the bottom number is called the denominator. This shows how many equal parts the whole is broken into (4). Tell students that this fraction can also be said as “twofourths.” Draw a rectangle with 2 out of 3 equal parts shaded. Ask students to write the fraction on their paper.

210

Level C

| Chapter 10 - 3

| Lighthouse MAT H

Game Part 1: Materials + Setup Shade Race Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make fraction cards with small denominators.

Give teams blank fraction bars.

Teams must divide first, then shade.

Practical Story

10 - 3 Name

Say: "A pan of brownies is cut into 5 equal pieces. If 3 pieces are eaten, 3/5 tells the part of the pan that was eaten."

Write each as a fraction. 1.

five-twelfths

two-thirds

four-eighths

4. one-sixth

5. five-eighths

4 8

6. one-fourth

Ask: Which number tells the shaded pieces?

What part is red? Write the fraction. 7.

Quick Check

Have students point to the total equal parts and the shaded parts. Check that denominator and numerator are not switched.

Color the parts. 10. Color 1 red. 6

11. Color 2 red. 3

12. Color 3 blue. 4

13. Color 7 red. 10

14. Color 3 red. 8

Color 1 blue. 3 15. Color 7 blue. 8

Color 5 blue. 8

CH A LLENG E

Write the fraction. Hank cut a pizza into 8 slices. He ate 2 slices. What fraction did he eat?

Level C

| Chapter 10 - 3

2 8

| Lighthouse M ATH

211

Game Part 2: Directions Shade Race Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip a fraction card.

Teams draw equal parts and shade the numerator.

Correct bar earns a race point.

Lesson Goal

10 - 4 | Parts of a Set

Write a fraction for part of a group or set.

LE T’S LE A RN

Teach It

Fractions can be used to show parts of a set.

Board: Draw 8 circles. Color 3 blue.

There are 4 apples. 2 of them are green. numerator

green apples

Show: Count the total first: 8.

denominator

amount in the set

2 of the apples are green. 4

Say: "For a set, the denominator is the whole group."

T RY I T TOGE THER

Show: Count the blue circles: 3.

Try: Write the fraction for 2 red counters out of 6.

Say: "The numerator is the part we are talking about."

Color the parts of the set. Color 43 of the windows.

Color 32 of the flowers.

Color 53 of the pencils.

4. Color 21 of the stars.

5. Color 41 of the cars.

6. Color 87 of the bricks.

Color 52 of the shoes.

8. Color 62 of the keys.

9. Color 31 of the fish.

Teacher Notes Tell everyone in the class to stand up. Explain that they are one whole, or a set. Count how many students there are in the set. Tell 3 students to sit down. Explain that the 3 students sitting down is the part. Tell students the fraction of students sitting. Repeat with different numbers of students sitting down.

212

Level C

| Chapter 10 - 4

| Lighthouse MATH

Game Part 1: Materials + Setup Set Scoop Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Give teams mixed-color counters.

Make cards that ask for one color or item type.

Students write the fraction of the set.

Practical Story

10 - 4 Name

Say: "In a box of 8 markers, 3 are blue. The fraction 3/8 tells what part of the marker set is blue."

Color the parts of the set. 1.

Color 21 of the apples.

Color 32 of the triangles.

Color 63 of the balloons.

Ask: What is the whole set? What part are we counting?

Write a fraction to answer each question. 4. What part of all bugs are ladybugs?

5. What part of the apples are green?

4 6

3 6

6. What part of the balloons are red?

9. What part of the desserts are cupcakes?

5 7

4 8

Write the fraction. Two of the cars are green. Four of the cars are red. One car is blue. What fraction of the cars are red?

| Chapter 10 - 4

1 5

8. What part of the flowers are purple?

Level C

Ask students to count the whole set first, then the part being named. Check that the denominator is the total set.

What part of the animals are lions?

3 8

CH A LLENG E

Quick Check

4 7

| Lighthouse M ATH

213

Game Part 2: Directions Set Scoop Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one set card.

Teams count the total and the chosen part.

Correct fraction with labels earns a scoop point.

Lesson Goal

10 - 5 | Dividing Wholes into Equal Parts

Divide wholes into equal parts before writing or shading a fraction.

LE T’S LE A RN To draw a fraction, the whole must be divided into equal parts. That means that all the parts must be exactly the same size.

Teach It

Look at the denominator to find the number of equal parts. Look at the numerator to find the number of parts to shade.

Board: Draw two rectangles: one equal split, one uneven split.

1 4

Show: Point out which one shows a fraction correctly. Say: "Fractions need equal parts."

Say: "If the parts are not equal, the fraction is not fair." Try: Draw 3 equal parts together.

1 4

1 4 1 4

2 4

1 4

3 4

1 4 1 4

1 4 1 4 4 4

T RY I T TOGE THER Circle if the picture shows the fraction. 1.

Does the picture show 43 ?

Does the picture show 21 ?

Show: Divide a circle into 4 equal parts.

1 4

Teacher Notes Draw a circle that is evenly split to make two halves. Draw another circle that is split into two unequal parts. Explain to students that in order to divide a whole into a fraction, it has to have equal parts, the same size and shape. Have students draw a circle split into 4 equal parts.

214

Level C

| Chapter 10 - 5

| Lighthouse M AT H

Game Part 1: Materials + Setup Fair Cut Challenge Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Draw several shapes, some cut equally and some not.

Give teams fair and not fair signs.

Students judge each cut before shading.

Practical Story

10 - 5 Name

Say: "If a cookie is shared by 4 students, the pieces must be the same size. Equal parts make the sharing fair."

Follow the directions to draw the fraction. 1.

Divide the whole into 8 equal parts. Color in 84 .

Divide the whole into 2 equal parts. Color in 21 .

4. Divide the whole into 5 equal parts. Color in 52 .

Divide the whole into 4 equal parts. Color in 42 .

Ask: How can we tell if the parts are equal?

Quick Check 6. Divide the whole into 4 equal parts. Color in 41 .

8. Divide the whole into 8 equal parts. Color 82 .

Divide the whole into 4 equal parts. Color in 44 .

CH A LLENG E

Show one equal split and one uneven split. Check that students reject uneven parts before writing a fraction. © Lighthouse Curriculum. Copying strictly prohibited.

5. Divide the whole into 3 equal parts. Color in 32 .

Divide the whole. Shade the picture to show 58 .

Level C

| Chapter 10 - 5

| Lighthouse M AT H

215

Game Part 2: Directions Fair Cut Challenge Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one shape.

Teams hold up fair or not fair.

If fair, they name the fraction; if not, they explain why.

Lesson Goal

10 - 6 | Fractions on the Number Line

Place fractions between 0 and 1 on a number line.

LE T’S LE A RN Fractions can be shown on a number line.

Teach It

To show a fraction with a denominator of 4 on the number line, divide the space between 0 and 1 into four equal sections.

Board: Draw a number line from 0 to 1.

1 4 1 4

Show: Split it into 4 equal spaces.

Try: Place 3/5 on a number line.

1 4

4 4

1 4

T RY I T TOGE THER Write the fractions on the number line. 1.

Mark fifths on the number line. 0

Say: "The numerator tells how many spaces we move from 0."

3 4

1 1

Say: "The denominator tells how many equal spaces are between 0 and 1." Show: Count to the second mark and label 2/4.

2 4

4. Mark sixths on the number line.

Mark halves on the number line. 0

Mark thirds on the number line.

Teacher Notes Draw a number line from 0 to 1 on the board. Tell students that the space between 0 and 1 is one whole (shown in red above). We can divide the space into equal parts. Draw a tick mark halfway between 0 and 1. Ask students how many parts there are between 0 and 1. Point to the space between 0 and the tick mark. Discuss that that space is 21 of the whole. Write 21 under the tick mark. Repeat with a number line showing thirds, and add 31 and 32 .

216

Level C

| Chapter 10 - 6

| Lighthouse MAT H

Game Part 1: Materials + Setup Number Line Treasure Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Draw a large 0 to 1 number line on the board.

Make treasure cards with fractions.

Teams place a marker at the treasure location.

Practical Story

10 - 6 Name

Say: "A runner goes part of the way from the start to the finish line. A number line can show if the runner went 1/4, 2/4, or 3/4 of the way."

Write the fractions on the number line. 1.

Mark sixths on the number line. 0

1 6

2 6

3 6

4 6

5 6

1 3

2 3

1 4

2 4

3 4

4. Mark eighths on the number line.

Mark thirds on the number line. 0

Mark fourths on the number line.

1 8

2 8

3 8

4 8

5 8

6 8

Ask: How many equal spaces do we need?

7 8

Write the fraction on the number line. 5 6

3 4

4 5

11.

1 2

13.

2 3

CH A LLENG E

5 6

3 4

4 5

1 2

2 3

Divide the number line and circle 42 .

Level C

1 3

1 6

10.

3 8

12.

1 5

14.

4 6

| Chapter 10 - 6

Quick Check

1 4

1 3

1 6

3 8

1 5

4 6

2 4

3 4

Ask how many equal spaces go from 0 to 1. Check that students count spaces, not tick marks, before placing the fraction.

| Lighthouse M ATH

217

Game Part 2: Directions Number Line Treasure Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one fraction card.

Teams divide the line into equal spaces and mark the fraction.

Correct location finds the treasure point.

Lesson Goal

10 - 7 | Chapter Review

Review fractions as parts of wholes, sets, and number lines.

LE T’S R EVI EW

Teach It Board: Draw one shaded whole, one set, and one number line.

Fractions as Part of a Whole

Fractions as Part of a Set

The number of equal parts is the denominator. The number of shaded parts is the numerator.

The total number in the set is the denominator. The number we are talking about is the numerator.

1 4

Show: Ask what the denominator means in each model.

Fractions on the Number Line

The number of sections on the number line is the denominator. Count on from 0 to write the numerators. 0

Say: "A fraction always compares a part to a whole."

Say: "Always find the whole before writing the fraction."

Show: Write a fraction for each model.

2 6

Try: Have students explain one model.

Which part is blue? Write the fraction. 1.

blue parts

equal parts

Write the fraction. 4. five-twelfths

218

5 12

5. one-eighth

Level C

| Chapter 10 - 7

1 8

| Lighthouse MATH

Game Part 1: Materials + Setup Fraction Review Stations Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Make three stations: whole, set, number line.

Put one fraction card and one picture card at each station.

6. three-hundredths 100

Teams rotate with a recording sheet.

Practical Story

10 - 7 Name

Say: "Fractions show up when cutting food, counting part of a group, or measuring how far something moved on a line. The model changes, but the part and whole idea stays the same."

Follow the instructions for each. 1.

4 Color 10 red.

Color 81 red.

6 Color 10 blue.

Color 87 blue.

5. Color 32 blue.

6. Color 87 blue.

Color 63 red.

4. Color 41 red.

Color 63 blue.

Color 41 blue.

Color 53 blue.

8. Color 21 blue.

Ask: What is the whole in this problem?

Quick Check

9. Color 21 of the umbrellas.

10. Color 32 of the cupcakes.

11. Color 53 of the ice cream cones.

12. Color 31 of the ducks.

13. Color 41 of the trees.

14. Color 87 of the hats.

15. Write 43 on the number line. 0

3 4

Level C

Follow the instructions for each.

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

16. Write 62 on the number line. 1

| Chapter 10 - 7

2 6

| Lighthouse M ATH

219

Game Part 2: Directions Fraction Review Stations Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

At each station, teams write the fraction or draw the model.

They circle the numerator and denominator.

All three stations correct wins the review round.

10 - 8 | Cumulative Review

Solve. 1.

12 − 5 7

7 + 8 15

1 2 2

14.

9 × 2 18

20.

26.

−

8 4 4

32.

7 1 8

3 + 9 12

38.

13. ×

19.

25.

31.

37.

5 + 7 12

5 × 4 20

15 − 8 7

15.

2 1 1

21.

5 × 8 40

27.

5 1 4

33.

12 − 8 4

39.

−

9 + 7 16

6 + 7 13

10.

3 × 4 12

16.

3 + 7 10

22.

10 − 8 2

28.

9 × 8 72

34.

9 × 6 54

40.

3 × 6 18

3 6 9

10 − 9 1

11.

7 + 7 14

12.

−

7 2 5

6 × 6 36

4 × 7 28

17.

18.

−

8 2 6

3 3 6

8 × 5 40

23.

24.

−

5 3 2

−

7 6 1

10 − 1 9

29.

30.

1 5 5

1 8 8

9 2 7

35.

6 × 5 30

36.

8 × 9 72

12 − 9 3

41.

3 2 6

42.

4 5 9

−

6 43. 2 12

2 44. 7 14

3 45. 9 27

5 46. 6 30

8 47. 2 16

5 48. 8 40

9 49. 5 54

5 50. 9 45

3 51. 3 9

8 52. 5 40

8 53. 7 56

7 54. 6 42

4 55. 3 12

8 56. 8 64

4 57. 4 16

6 58. 6 36

3 59. 5 15

4 60. 2 8

220

Level C

| Chapter 10 - 8

| Lighthouse MATH

10 - 8 Name

Add. 1. +

72 19 91

)( + 39 104

−

29 1+ 15

15.

8 4 32

21.

3 7 21

279 + )8) 965

1+1 + 7,9 850

(+ 19 73

9+( + 3,1 1,246

38, − 18) 194

11.

987 − (3+ 453

12.

−

(( 19 36

(,2 − 332 170

16.

1 4 4

18.

7 2 14

17.

4 8 32

8 5 40

22.

6 8 48

24.

2 1 2

23.

9 3 27

3 5 15

Subtract. 7. −

98 (2 46

Multiply. 13.

14.

3 8 24

20.

9 6 54

19.

6 25. 4 24

3 26. 4 12

4 27. 5 20

7 28. 7 49

8 29. 6 48

4 30. 9 36

3 31. 6 18

6 32. 1 6

3 33. 9 27

8 34. 5 40

4 35. 4 16

3 36. 5 15

Divide.

Round to the nearest hundred to estimate. 37.

+31 + 13(

400 + 100 500

38.

289 + (37

Level C

300 + 500 800

| Chapter 10 - 8

39.

29) + 319

300 + 300 600

| Lighthouse MATH

40.

)(1 + 17(

700 + 200 900

221

11 C H A P T E R

222

In Chapter 11 we will learn about

Comparing Fractions Fractions show the size of a part of a whole. Some fractions have different numbers but are the same size. • We will learn about equivalent fractions. • We will see equivalent fractions on a number line. • We will draw equivalent fractions. • We will compare fractions with the same denominator. • We will compare fractions with the same numerator.

223

Lesson Goal

11 - 1 | Equivalent Fractions

Recognize equivalent fractions as different fractions with the same size.

LE T’S LE A RN Equivalent fractions are different fractions that are the same size. 1 of a stick of butter 2

Teach It

4 of a stick of butter 8

Board: Draw two same-size bars. 1 = 4 2 8

Show: Shade 1/2 on one bar and 2/4 on the other. T RY I T TOGE THER

Say: "Equivalent fractions look different but show the same amount."

Say: "If the shaded parts match, the fractions are equivalent."

1 4

Show: Line up the shaded parts to compare their size.

Are the fractions equivalent? Circle yes or no.

1 2

yes

1 3

3 6

3 5

yes

2 4 1 2

yes

Teacher Notes Draw two rectangles of the same size lined up one on top of another. Explain that each one is a whole. Draw vertical lines to divide the first one into two equal parts and explain that each part is 21 . Draw lines to divide the second whole into 4 equal parts and explain that each part is 41 . Shade 21 of the first bar and 42 of the second bar. Help students see that the shaded parts are the same size and so they are the same amount of the whole. Therefore, 21 and 42 are equivalent.

Try: Compare 1/3 and 2/6 together. 224

Level C

| Chapter 11 - 1

| Lighthouse MAT H

Game Part 1: Materials + Setup Fraction Twin Hunt Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Make picture cards for simple equivalent fractions.

Place cards face down like a memory game.

Teams look for fraction twins.

Practical Story

11 - 1 Name

Say: "One student gets 1/2 of a granola bar and another gets 2/4 of the same kind of bar. Even though the numbers are different, they got the same amount."

Are the fractions equivalent? Circle yes or no. 1 3 1 4

yes

1 4 3 5

1 2 2 4

yes

1 3 2 6

3 6 2 4

yes

1 5 5

yes

Ask: How can the picture prove they are equal?

Color the pictures to figure out if the two fractions are equivalent. Circle yes or no.

yes

10.

14.

CH A LLENG E

12.

yes

1 2 1 6

15.

yes

Write an equivalent fraction. Shade the fraction bars to find an equivalent fraction. Write the fraction.

Level C

| Chapter 11 - 1

Quick Check yes

yes

3 4 6 8

4 8 1 2

2 4 1 2

2 5 2 4

11.

yes

1 2 3 6

yes

13.

3 4 2 4

1 3 3 8

2 5 2 6

Show two fraction models. Check that students compare the shaded size, not just the numbers in the fractions.

= 6

| Lighthouse M ATH

225

Game Part 2: Directions Fraction Twin Hunt Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

A student flips two cards.

If the shaded amounts match, the student names the equivalent fractions.

A correct twin match stays with the team.

Lesson Goal

11 - 2 | Equivalent Fractions on the Number Line

Use number lines to see when fractions are equivalent.

LE T’S LE A RN Equivalent fractions are found in the same spot on a number line.

Teach It 1 3

Board: Draw two number lines from 0 to 1.

1 1 6

3 6

= 2 6

2 3

4 6

5 6

= 4 6

3 3

6 6

= 6 6

T RY I T TOGE THER Are the fractions equivalent? Circle yes or no. 1.

Try: Check if 2/3 and 4/6 line up.

2 6

1 3

Say: "Equivalent fractions land in the same spot."

Say: "Same spot means same value."

3 3

Show: Mark 1/2 on the first and 2/4 on the second.

Show: Draw a vertical line to show the marks line up.

2 3

1 2

2 4

1 4

3 4

yes

1 5

2 3 2 5

yes

3 5

2 8

1 8

3 8

4 8

3 4 5 8

1 6

2 6 1 3

yes

6 8

yes

1 4 5

2 4

1 4

1 3

7 8

3 6

4 6

5 6

2 3

1 1

Teacher Notes Draw two lines, one on top of another, on the board. Show students how to divide one line in half and label 0, 21 , and 1 on the number line. Next, divide the second line into four parts and label 41 , 42 , and 43 . Ask students where they see numbers that match up. Help them see that 21 and 42 are in the same spot on their number lines. Explain that these are equivalent fractions.

226

Level C

| Chapter 11 - 2

| Lighthouse M AT H

Game Part 1: Materials + Setup Number Line Match Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Draw paired number lines on the board.

Make fraction cards that may or may not match.

Teams place both points and compare.

Practical Story

11 - 2 Name

Say: "Two students walk the same part of a path. One says they walked 1/2 of the path, and the other says 2/4. A number line shows they stopped at the same place."

Are the fractions equivalent? Circle yes or no. 1.

1 2

0 1 4

2 4

3 4

yes

1 8

2 8

3 8

yes

4 8

6 8

3 4

1 7 8

1 6

1 8

2 6 2 8

2 3

1 3

yes

3 4 5 8

2 4

1 4

2 4

1 4

4 6

3 6 3 8

yes

4 8

5 8

5 6 6 8

1 7 8

Ask: Do the points line up?

Quick Check

Draw a dot to show each fraction on the number line. Are the fractions equivalent? Circle yes or no. 3 6 1 2

yes

1 2 3 4

yes

2 3 2 4

equivalent

Level C

not equivalent

| Chapter 11 - 2

yes

3 5 2 4

Mark each fraction on the number line. Circle equivalent or not equivalent.

CH A LLENG E

yes

Have students mark both fractions on number lines. Check that they call them equivalent only if the points line up.

2 6 1 3

| Lighthouse MAT H

227

Game Part 2: Directions Number Line Match Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip two fraction cards.

Teams mark both fractions on number lines.

Correct equivalent or not equivalent call wins.

Lesson Goal

11 - 3 | Making Equivalent Fractions

Make equivalent fractions by dividing a whole into more equal parts.

LE T’S LE A RN

2 = ? 3 6

We can draw a picture to find equivalent fractions.

Teach It

Look at the denominators. Divide the shapes.

Look at the numerator. Color the parts.

Board: Write: 1/2 = __/4

Make the fractions equivalent. Color the parts that show the same amount. Write the numerator.

Show: Draw 1/2, then split each half into two parts. 2 3

Say: "We can make more pieces without changing the shaded amount."

Say: "The whole stayed the same size." Try: Make an equivalent fraction for 1/3.

2 3

6 2 3

Show: Show that 1/2 becomes 2/4.

4 6

T RY I T TOGE THER Write the equivalent fractions. 1.

1 2

1 3

2 6

4 8

3 6

Teacher Notes Draw two rectangles that are the same size on the board. Divide one rectangle into two equal parts. Shade in one part. Then, divide the other rectangle into four equal parts. Tell students there have to be two parts shaded in order to have the same amount of each whole. Draw a third rectangle split it into six equal parts. Ask students how many parts need to be shaded in this rectangle in order to be equivalent to 21 and 42 (3 parts to make the fraction 63 ).

228

Level C

| Chapter 11 - 3

| Lighthouse M AT H

Game Part 1: Materials + Setup Equivalent Builder Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Give teams blank fraction bars.

Make start cards like 1/2 or 2/3.

Students split pieces again to build an equivalent fraction.

Practical Story

11 - 3 Name

Say: "A sandwich cut into 2 equal pieces can be cut again into 4 smaller pieces. If the same amount is still there, the fraction name can change but the food amount does not."

Write the equivalent fractions. 1.

2 6

2 4

1 3

1 2

4 8

Draw a picture to find the missing numerator.

1 = 2

4 8

2 = 8

1 = 2

3 = 4

1 = 3

Ask: Did the shaded amount get bigger, or did the pieces get smaller?

2 = 4

Quick Check

Write the equivalent fractions.

CH A LLENG E

1 = 2

3 6

Level C

Ask students to split the pieces into smaller equal parts. Check that the shaded amount stays the same size.

| Chapter 11 - 3

| Lighthouse MAT H

229

Game Part 2: Directions Equivalent Builder Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one start fraction.

Teams draw a matching bar with more pieces.

Correct equivalent fraction earns a builder point.

Lesson Goal

11 - 4 | Comparing Fractions with the Same Denominator

Compare fractions with the same denominator by looking at the numerator.

LE T’S LE A RN When two fractions have the same denominator, the parts are the same size. We can look at the numerators to compare the fractions.

Teach It Board: Write: 2/6 and 5/6 Show: Draw two same-size wholes split into sixths.

Write > for more than. Write < for less than.

Write < or > to compare the fractions. 1.

Say: "More pieces means the bigger fraction."

6 8

T RY I T TOGE THER

Say: "Same denominator means the pieces are the same size." Show: Shade 2 pieces and 5 pieces.

4 8

A bigger numerator means more parts and a bigger fraction. A smaller numerator means less parts and a smaller fraction.

4 9

8 9

5 8

3 8

2 3

Try: Compare 3/8 and 6/8.

1 3

1 4

3 4

1 4

3 4

1 2

2 2

Teacher Notes Draw two rectangles, each with six parts, on the board. Color in two parts in one rectangle and four parts in the other. Have students say what fraction each represents ( 62 and 64 ). Explain that when the denominators of two fractions are the same, their pieces are the same size, so we can use the numerators to compare the fractions. More pieces (greater numerator) means a bigger fraction, so 64 > 62 .

230

Level C

| Chapter 11 - 4

| Lighthouse MATH

Game Part 1: Materials + Setup Same-Denominator Showdown Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Make fraction pairs with the same denominator.

Give teams < and > signs.

Students compare by checking the numerator.

Practical Story

11 - 4 Name

Say: "Two same-size pizzas are cut into 6 slices. One tray has 2 slices left and another has 5 slices left. Since the slices are the same size, the tray with more slices has more pizza."

Write < or > to compare the fractions. 2.

4 5

1 5

5 6

1 6

2 6

3 6

4 6

5 6

1 6

2 6

3 6

4 6

5 6

4 6

1 6

4 6

1 6

1 4

2 4

3 4

1 4

2 4

3 4

2 4

3 4

1 10

2 10

3 10

4 10

5 10

6 10

7 10

8 10

9 10

1 10

2 10

3 10

4 10

5 10

6 10

7 10

8 10

9 10

2 10

7 10

Ask: Are the pieces the same size? Which has more pieces?

Quick Check

1 3

2 3

7 8

1 8

2 5

3 5

10.

5 12

6 12

11.

5 8

2 8

12.

8 9

3 9

13.

3 4

1 4

14.

2 15

1 15

CH A LLENG E

1 6

Write < or > to compare the fractions.

Level C

| Chapter 11 - 4

Give two numbers and ask which place to compare first. Check that students start with the greatest place value.

1 3

| Lighthouse M ATH

231

Game Part 2: Directions Same-Denominator Showdown Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one pair of fractions.

Teams hold up the correct comparison sign.

They must say which numerator is bigger.

Lesson Goal

11 - 5 | Comparing Fractions with the Same Numerator

Compare fractions with the same numerator by looking at the denominator.

LE T’S LE A RN When the numerators of two fractions are the same, there are the same number of parts. We can look at the denominators to compare the fractions.

Teach It Board: Write: 1/2 and 1/4 Show: Draw two same-size wholes and shade one part in each.

Show: Point out that halves are larger pieces than fourths. Say: "With the same numerator, the smaller denominator makes the bigger fraction."

1 4

T RY I T TOGE THER Write < or > to compare the fractions. 1.

Say: "Same numerator means we have the same number of pieces."

1 8

A smaller denominator means bigger parts and a bigger fraction. A bigger denominator means smaller parts and a smaller fraction.

1 2

1 3

2 6

4 5

2 4

4 8

3 6

3 4

4 4

4 6

Teacher Notes Ask students whether they would rather have 21 of a candy bar or 31 and why. Draw two identical rectangles on the board and divide one of them to show 21 and another to show 31 . Help students see that fractions with different denominators have different sized pieces. A fraction with a smaller denominator will have larger pieces. If the numerators are the same, the fraction with the bigger pieces (smaller denominator) is larger.

232

Level C

| Chapter 11 - 5

| Lighthouse MATH

Try: Compare 2/3 and 2/5.

Game Part 1: Materials + Setup Same-Numerator Switch Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Make fraction pairs with the same numerator.

Give teams larger-piece and smaller-piece cards.

Students identify which denominator gives bigger pieces.

Practical Story

11 - 5 Name

Say: "If you can take 1 piece of cake, you would rather take 1/2 than 1/4 because the half is a bigger piece. The number of pieces matters."

Write < or > to compare the fractions. 2.

2 8

2 6

1 6

1 4

3 6

2 6

1 10

4 6

2 4

1 4

5 6

3 4

1 2

2 2

1 5

1 7

3 5

3 7

4 7

2 7

2 4

2 10

2 5

1 5

3 10

4 10

5 10

6 10

7 10

4 5

5 7

2 10

2 3

Ask: Which denominator makes larger pieces?

6 7

Quick Check

1 7

8 10

9 10

Give two numbers and ask which place to compare first. Check that students start with the greatest place value.

2 3

1 3

2 3

3 6

3 8

1 3

1 2

7 10

7 8

10.

5 7

5 15

11.

6 9

6 8

12.

4 6

4 7

13.

2 4

2 5

14.

10 12

10 15

CH A LLENG E

2 3

Write < or > to compare the fractions.

Level C

| Chapter 11 - 5

3 4

| Lighthouse M ATH

233

Game Part 2: Directions Same-Numerator Switch Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one pair.

Teams point to the bigger fraction and explain the pieces.

Correct explanation earns a switch point.

Lesson Goal

11 - 6 | Chapter Review

Review equivalent fractions and comparing fractions.

LE T’S R EVI EW Equivalent Fractions

Teach It

Equivalent fractions are the same size and are found on the same spot on the number line.

Say: "Look at denominators and numerators carefully." Try: Have students explain one fraction pair.

3 6

2 4

Comparing Fractions with the Same Denominator

Comparing Fractions with the Same Numerator

The fraction with the bigger numerator is greater.

The fraction with the smaller denominator is greater.

1 8

Show: Use a picture or rule to solve each one.

2 4

Show: Ask students to name the type of problem first. Say: "Equivalent means same size. Comparing means which is greater or less."

2 4

3 6

Board: Write one equivalent pair and one comparison pair.

4 8

1 2

1 5

T RY I T TOGE THER Are the fractions equivalent? Circle yes or no. 1.

1 3

2 6

2 4

yes

234

3 4

1 2

yes

Level C

2 4

| Chapter 11 - 6

yes

| Lighthouse MAT H

Game Part 1: Materials + Setup Fraction Court Materials:

fraction cards, blank bars or circles, colored pencils, student boards

Setup: 1

Make case cards: equivalent, same denominator, same numerator.

Teams act as judges and must give a reason.

Use picture cards for support.

Practical Story

11 - 6 Name

Say: "Fractions help compare food pieces, number-line distances, and parts of a group. Sometimes two names show the same amount, and sometimes we need to decide which amount is larger."

Write < or > to compare the fractions. 1.

1 3

2 3

4 6

5 6

1 2

0 1 6

2 6

3 6

4 6

5 6

3 4

3 3

2 6

2 3

1 3

3 4

1 4

3 5

2 4

3 4

Ask: Are we checking same size, greater than, or less than?

1 5

2 5

3 5

4 5

1 5

2 5

3 5

4 5

4 6

0 1 2 3 4 5 6 7 1 8 8 8 8 8 8 8

4 8

2 4

2 8

1 5

4 5

10.

1 7

3 7

11.

4 9

4 8

12.

2 3

1 3

13.

1 4

1 2

14.

6 10

5 10

15.

6 8

6 7

16.

1 4

3 4

17.

5 10

5 9

Level C

| Chapter 11 - 6

Quick Check 0 1 2 3 4 5 6 7 1 8 8 8 8 8 8 8

| Lighthouse M ATH

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

235

Game Part 2: Directions Fraction Court Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Read one fraction case.

Teams decide the ruling and show the proof.

Correct ruling plus proof wins the case.

11 - 7 | Cumulative Review

Solve. 1.

1 2 3

9 × 6 54

8 × 3 24

14.

6 5 11

20.

8 × 5 40

26.

7 × 7 49

32.

13 − 6 7

38.

13.

19. +

25.

31.

37.

13 − 7 6

1 3 4

15.

4 2 6

12 − 9 3

21.

5 × 8 40

27.

11 6 5

33.

6 + 9 15

39.

−

6 2 8

7 × 3 21

10.

9 1 8

16.

6 × 6 36

22.

28.

−

5 2 3

34.

−

5 1 4

6 × 3 18

40.

−

10 − 5 5

6 1 7

8 + 7 15

6 × 8 48

11.

10 − 6 4

12.

1 7 7

8 1 9

17.

5 × 3 15

18.

8 + 9 17

23. −

11 8 3

24.

5 3 8

7 1 7

29. +

1 6 7

30.

2 7 9

1 4 5

35. +

2 3 5

36.

−

4 2 2

6 × 9 54

12 − 7 5

41.

5 + 8 13

42.

9 5 4

−

7 43. 4 28

4 44. 1 4

9 45. 6 54

5 46. 4 20

7 47. 5 35

1 48. 4 4

1 49. 7 7

1 50. 9 9

6 51. 8 48

4 52. 8 32

1 53. 3 3

8 54. 3 24

7 55. 2 14

4 56. 3 12

8 57. 6 48

5 58. 8 40

9 59. 2 18

7 60. 4 28

236

Level C

| Chapter 11 - 7

| Lighthouse MATH

11 - 7 Name

Add. 1. +

70 10 80

)9 + )0 129

−

9) )9 27

15.

8 6 48

21.

2 5 10

79( + (7( 1,064

,7) + +,5 1,211

5+ ,5 93

9+9 + +77 1,866

+5( − 4)+ 384

11.

)+0 − (5+ 422

12.

−

++ (0 68

91+ − (+9 629

16.

7 5 35

18.

6 9 54

17.

2 8 16

9 2 18

22.

3 9 27

24.

1 2 2

23.

2 6 12

3 1 3

Subtract. 7. −

54 (4 30

13.

14.

3 4 12

20.

8 2 16

19.

Divide. 3 25. 2 6

8 26. 8 64

2 27. 5 10

4 28. 2 8

5 29. 6 30

Multiply.

5 30. 5 25

What part is colored red? Circle the correct fraction. 31.

32.

1 2

1 3

1 4

33.

1 4

Level C

1 5

34.

1 2

1 3

1 6

1 4

| Chapter 11 - 7

| Lighthouse MATH

1 3

1 4

1 5

237

12 C H A P T E R

238

In Chapter 12 we will learn about

Geometry, Measurement, and Data Math is everywhere in the real world. When we tell time, see shapes, measure objects, and collect data, we are doing math. • We will tell time to the half hour, to the quarter hour, and to the minute. • We will learn to calculate how much time has passed. • We will learn to measure with a ruler. • We will recognize four-sided shapes and find their area and perimeter. • We will learn to collect data in tally charts and to display data in bar graphs, pictographs, and dot plots.

239

Lesson Goal

12 - 1 | Time to the Half Hour and Quarter Hour

Tell time to the half hour and quarter hour.

LE T’S LE A RN

Teach It

When we tell the time, we tell the hours and minutes. The short hand tells the hour. The long hand tells the minutes.

Board: Draw a clock showing 4:45.

Show: Point to the short hand first, then the long hand.

Show: Count by fives around the clock to 45.

Digital clock

three thirty

four forty-five

30 minutes is half an hour. We can also say half past three.

15 minutes is a quarter hour. We can also say a quarter to five.

Try: Read 3:30 and 6:15 together.

Say: "The short hand tells the hour."

Say: "Quarter past is 15 minutes. Half past is 30 minutes. Quarter to is 45 minutes."

Analog clock

12:15

eight thirty

three o’clock

6:45

Teacher Notes Show students the time 4:45 on an analog clock. Tell students that to tell the hour, they will say the number that the short hand is pointing to or has passed. This clock shows that the hour is 4. Then to tell the minutes, look at the long hand. Each number on the clock represents five minutes. Help students count by five to determine the time is four forty-five. Practice reading times at the quarter hour (3:00, 3:15, 3:30, 3:45). Discuss how the whole way around the clock is 60 minutes, so halfway is 30 minutes, and a quarter of the way is 15.

240

Level C

| Chapter 12 - 1

| Lighthouse M AT H

Game Part 1: Materials + Setup Clock Captain Materials:

teaching clock or clock drawings, time cards, student boards, pencils

Setup: 1

Use a large teaching clock or draw clock faces.

Make cards for :00, :15, :30, and :45 times.

Teams appoint one clock captain each round.

Practical Story

12 - 1 Name

Say: "A bus leaves at 4:45. A student must read the clock so they know if there is enough time to pack up and get outside."

Write the time as you would see it on a digital clock. 1.

12:45

2:15

7:00

3:30

11:30

6:45

9:15

10.

10:00

4:30

Ask: Which hand tells the hour? Which hand tells the minutes?

8:15

Quick Check

Write the time as you would say it. 12.

13.

six thirty

14.

seven fifteen

15.

two forty-five

five thirty

Read the problem. Find the answer. 16. Kelly’s school starts at eight fifteen in the morning. Write the time as you would see it on a digital clock.

17. Max sees 7:45 on his digital clock. What should Max say when asked, “What time is it?”

8:15

CH A LLENG E

seven forty-five

Draw the hands on the clock to match the time shown.

Level C

11.

Point to the hour hand first, then count minutes by fives. Check that students read :15, :30, and :45 correctly.

1:15

| Chapter 12 - 1

| Lighthouse MAT H

241

Game Part 2: Directions Clock Captain Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one time card.

The captain sets or draws the clock.

Team earns a point for correct hands and time name.

Lesson Goal

12 - 2 | Time to the Minute

Tell time to the exact minute on an analog clock.

LE T’S LE A RN

Teach It Board: Draw a clock showing 5:48.

15 20

The time is 3:52. We say three fifty-two.

Write the time as you would see it on a digital clock. 1.

Say: "Use fives first, then ones for the extra minutes."

52 51

T RY I T TOGE THER

Say: "The hour is the number the short hand has passed." Show: Count by fives to 45, then count small marks to 48.

The long hand (minute hand) points at a tick mark to tell us the minute. We count by fives to get to the closest number, then count by ones to get the exact tick mark.

Show: Show that the hour hand has passed 5 but not reached 6.

The short hand (hour hand) points between two numbers to tell us the hour. We read the hour by looking at the number that it last passed.

one twenty-three

twelve ten

four forty-one

nine eleven

1 : 23

12 : 10

4 : 41

9 : 11

Try: Read 2:37 together.

eleven fifteen

ten thirteen

two thirty-seven

seven twenty-two

11 : 15

10 : 13

2 : 37

7 : 22

Teacher Notes Set the time to 5:48 on a large analog clock. Explain that the short hand is the hour hand and the long hand is the minute hand. Show students that the hour hand is past the five, but has not reached 6 yet, so the hour shown is 5. Then show how to count the numbers by five starting with 0 and stopping when they come to the last number before the minute hand - in this case, 45. Then count on by one for each of the small tick marks. Repeat as needed.

242

Level C

| Chapter 12 - 2

| Lighthouse M AT H

Game Part 1: Materials + Setup Minute Detective Materials:

teaching clock or clock drawings, time cards, student boards, pencils

Setup: 1

Draw clocks with minute hands between numbers.

Give teams detective sheets: hour, fives, extra ones, time.

Students must fill all four parts.

Practical Story

12 - 2 Name

Say: "A student has a reading timer that ends at 5:48. Reading the exact minute helps the student know when the timer is really finished."

Write the time as you would see it on a digital clock. 1.

1 : 27

8 : 19 6.

3 : 49

12 : 55

9 : 06

6 : 08

6 : 34

10.

2 : 53

7 : 19

Ask: Why is the hour 5 and not 6?

4 : 41

Write the time as you would say it. 11.

12.

nine ten

Quick Check 13.

seven fifty-six

14.

two fifty

15.

eight o-seven

Ask what hour the short hand has passed. Check that students count by fives first, then by ones for the extra minutes.

four forty-nine

Read the problem. Find the answer. 17. Rachel sees 6:32 on her digital clock. What should Rachel say when asked, “What time is it?”

10:20

16. Henry is meeting his friends at the zoo at ten twenty. Write the time as you would see it on a digital clock.

six thirty-two

Sam says the time on this clock is 1:03. Explain his mistake and write the actual time. Sam switched the hour and minute hand. Also, for the

CH A LLENG E

minutes he said the number the hand is pointing to instead of counting by fives.

Level C

| Chapter 12 - 2

The time is 3 : 05 .

| Lighthouse MAT H

243

Game Part 2: Directions Minute Detective Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one clock.

Teams write the hour and count the minutes.

Correct detective sheet earns the clue point.

Lesson Goal

12 - 3 | Elapsed Time

Find how much time has passed between two times.

LE T’S LE A RN To find how much time has passed, count the minutes and the hours.

Teach It David went to his friend’s house at 1:30.

Board: Write: 7:20 to 7:45

He came home at 6:00.

Show: Draw an open number line from 7:20 to 7:45.

30 mins

Say: "Elapsed time means how much time passed."

Say: "Add the hops to find the total time." Try: Find 3:35 to 4:00 together.

David was at his friend’s house for 4 hours and 30 minutes.

6:00

2:00

Show: Hop 20 minutes to 7:40, then 5 minutes to 7:45.

1:30

4 hours

Write how much time has passed. 1.

35 minutes

25 Teacher Notes

Show a time to five minutes on an analog clock. Move the minute hand to show a second time and ask students how much time has passed. Help students to count by five minutes to figure out the elapsed time. Show students that they can make larger than five-minute hops (such as 15 or 30 minutes or 1 hour) and add to find the elapsed time on an open number line. Practice several examples of finding the elapsed time using times to the five minutes on the number line.

244

Level C

| Chapter 12 - 3

| Lighthouse M AT H

Game Part 1: Materials + Setup Time Hop Race Materials:

teaching clock or clock drawings, time cards, student boards, pencils

Setup: 1

Draw a time number line on the board.

Make start and end time cards.

Teams choose easy hops like 5, 10, 15, or 30 minutes.

Practical Story

12 - 3 Name

Say: "A student leaves for school at 7:20 and arrives at 7:45. Elapsed time tells how long the walk took."

Write how much time has passed. 1.

45 minutes

Ask: What hops can we make on the number line?

35 minutes

Quick Check 45 minutes

Have students draw time hops on a number line. Check that the hops add to the total time passed.

40 minutes

Write how much time has passed. 6. Start Time: 8:40 End Time: 9:15

35 minutes

5. Start Time: 1:35 End Time: 2:00

Read the problem. Find the answer. 8. George leaves his house to walk to school at 7:20. He arrives at school at 7:45. How long does he walk?

9. Lisa starts practicing her violin at 4:25. She finishes at 4:55. How long does she practice?

25 minutes

CH A LLENG E

30 minutes

Read the problem. Find the answer.

Level C

David walks for 50 minutes. He gets home at 6:10. What time did he start walking? 5:20

| Chapter 12 - 3

| Lighthouse MAT H

245

Game Part 2: Directions Time Hop Race Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one start-end card.

Teams draw the hops and add them.

Correct elapsed time wins the race point.

Lesson Goal

12 - 4 | Measuring with a Ruler

Measure objects to the nearest inch, half inch, or quarter inch.

LE T’S LE A RN This is 1 foot or 12 inches.

Teach It

inches

Board: Draw one inch split into halves and quarters.

This is 1 inch.

Show: Show the ruler marks from 0 to 1 inch.

1 2

This is a half inch. ( 21 inch)

1 4

This is a quarter inch. ( 41 inch)

T RY I T TOGE THER

Say: "The marks between inches help us measure more closely."

Measure each item. 1. 1

Say: "Start at zero, then read the closest mark at the end."

inches

Show: Measure a pencil from the zero mark.

2. 0

1 inch

inches

3. 0

5 41 inches

inches

Try: Measure a classroom object together.

Teacher Notes Show the students a ruler and point out how each inch is broken into eight equal pieces. Explain that they can use these marks to determine whether a measurement is closer to a whole, a half, or a quarter inch measurement. Measure several items together as a class, making sure that the students understand how to use the smaller tick marks to determine which measurement the object is closest to.

246

Level C

| Chapter 12 - 4

| Lighthouse M AT H

Game Part 1: Materials + Setup Ruler Scavenger Materials:

rulers, classroom objects, recording sheet, pencils

Setup: 1

Choose safe classroom objects to measure.

Make cards asking for whole, half, or quarter inch measures.

Teams record measurements on a sheet.

Practical Story

12 - 4 Name

Say: "A student needs to know if a pencil fits in a box. Measuring with a ruler tells whether the pencil is closer to 5 inches, 5 1/2 inches, or 5 1/4 inches."

Measure each item. 1.

7 21 inches

4 inches

inches

0 inches

Ask: Did we line the object up with zero?

0 inches

Quick Check

4. 1

4 21 inches

inches

Circle the closest measurement. 5.

6. 0

inches

1 21 in.

CH A LLENG E

7. 0

inches

2 41 in.

3 in.

Mike says the toothbrush is about 5 inches long. Give a closer measurement for the toothbrush.

Level C

inches

| Chapter 12 - 4

1 41 in.

4 in.

2 21 in.

Watch students line the object up at zero. Check that they read the closest inch, half inch, or quarter inch mark.

inches

5 41 inches

| Lighthouse MAT H

247

Game Part 2: Directions Ruler Scavenger Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams measure one object at a time.

They say the closest ruler mark.

Accurate measurement earns a scavenger point.

Lesson Goal

12 - 5 | Quadrilaterals

Identify quadrilaterals and name common four-sided shapes.

LE T’S LE A RN Quadrilaterals are shapes with 4 sides. There are different types of quadrilaterals.

Teach It Board: Draw a square, rectangle, rhombus, parallelogram, and trapezoid.

Parallelogram

Rectangle

Rhombus

Show: Count the sides of each shape. Square

Show: Point out straight sides, equal sides, and slanted sides. Say: "Shape names come from their sides and corners."

Say: "A quadrilateral is any shape with 4 sides."

Trapezoid

T RY I T TOGE THER Write the name of each quadrilateral. 1.

rhombus

parallelogram

square

Teacher Notes Work together as a class to write some rules for identifying each quadrilateral such as: Parallelograms are slanted and have two sets of sides that are the same length. Rectangles are straight with two sets of sides that are the same. Squares are straight, and all the sides are the same. Rhombuses are slanted, and all the sides are the same. Trapezoids have sides that come in towards each other.

Try: Name three shapes together. 248

Level C

| Chapter 12 - 5

| Lighthouse M AT H

Game Part 1: Materials + Setup Shape ID Badge Materials:

shape cards or grid paper, student boards, pencils

Setup: 1

Make shape cards and name badges.

Place clues on the board, such as four equal sides.

Teams match each shape to its correct badge.

Practical Story

12 - 5 Name

Say: "When building a sign, a carpenter may need a rectangle, square, or trapezoid shape. Knowing the shape name helps everyone understand the plan."

Write the name of each quadrilateral. 1.

rectangle

parallelogram

rhombus

rectangle

square

rhombus

trapezoid

parallelogram

Ask: What clues tell us this shape's name?

Draw each type of quadrilateral. 9. square

10. parallelogram

11. rectangle

Quick Check

CH A LLENG E

13. rhombus

Solve the riddle.

Level C

14. square

I am both a rectangle and a rhombus. What am I?

| Chapter 12 - 5

12. trapezoid

Ask students to count the sides first. Check that they use shape clues, such as equal sides or parallel sides, to name it.

A square

| Lighthouse MAT H

249

Game Part 2: Directions Shape ID Badge Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one shape or clue.

Teams choose the matching badge.

Correct name with one clue earns an ID point.

Lesson Goal

12 - 6 | Perimeter

Find perimeter by adding the side lengths around a shape.

LE T’S LE A RN Perimeter is the measurement all around the outside of a shape.

Teach It

To find the perimeter, add all of the side lengths.

Board: Draw a triangle with sides 3, 4, and 5 inches.

If the corn field is a square, and each side of the fence is 6 feet long, how long is the whole fence? 6 feet

Show: Trace around the outside of the shape.

6 feet

Say: "Perimeter is the distance around a shape."

Say: "Add every side length. Do not skip a side." Try: Find the perimeter of a rectangle together.

Show: Write: 3 + 4 + 5 = 12.

6 + 6 + 6 + 6 = 24 feet 6 feet

T RY I T TOGE THER Find the perimeter of each shape. 5 in

2. 8 in

8 in

3. 9 in

6 in

5 in

8 in

7 in

6 in 5 in

21 inches

6 in

22 inches

2 in

2 in 8 in

18 inches

Teacher Notes Draw a triangle on the board and label the side lengths 3 in, 4 in, and 5 in. Ask students to help you find the distance around the entire shape. Tell students that this is called the perimeter, and we find the perimeter by adding all of the side lengths together. Write 3 + 4 + 5 = on the board and have students add to find that the perimeter equals 12 inches. Practice more examples with other familiar shapes as needed.

250

Level C

| Chapter 12 - 6

| Lighthouse MATH

Game Part 1: Materials + Setup Fence Builder Materials:

shape cards or grid paper, student boards, pencils

Setup: 1

Draw simple shapes with side lengths.

Give teams fence strips or number cards.

Teams build the total length around the shape.

Practical Story

12 - 6 Name

Say: "A class garden needs a small fence around it. Perimeter tells how much fencing is needed to go all the way around."

Find the perimeter of each shape. 4 in

6 ft

3. 13 ft

2 ft

13 ft

30 in

21 in

7 in

33 in 10 ft

36 feet

22 inches

6. 5 in

5 in

10 ft

11 in

84 inches

11 in

25 ft

11 in

25 ft

5 in

4 ft

11 in

4 ft

15 inches

24 feet

55 inches

54 feet

8 ft

10.

6 ft

4 ft

11.

13 in

3 ft

5 in

12.

7 ft

30 inches

Quick Check

4 ft

Have students trace around the outside of the shape. Check that they add every side length and include the unit.

3 ft

12 in

28 feet

Ask: Which sides must be added?

11 in

17 inches

16 inches

13. The fence around a dog pen makes a rectangle. The shorter sides are 8 feet each, and the longer sides are 12 feet each. What is the perimeter of the dog pen?

14. Kelly has a square piece of paper that is 8 inches long on each side. What is the perimeter of the piece of paper? 8 in

12 ft 8 ft

8 in

40 feet

12 ft

CH A LLENG E

8 in

8 ft

32 inches 8 in

The perimeter of this rectangle is 24 inches. What are the lengths of the short sides?

Level C

| Chapter 12 - 6

Draw a picture. Then answer the question.

10 in

2 inches

| Lighthouse M ATH

251

Game Part 2: Directions Fence Builder Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one shape.

Teams add all side lengths and say the perimeter.

Correct fence total earns a builder point.

Lesson Goal

12 - 7 | Area of Rectangles

Find area by counting square units or multiplying length by width.

LE T’S LE A RN Area is the measurement of space (square units) inside an object.

Teach It

To find the area of a rectangle:

Board: Draw a rectangle with 3 rows and 4 columns.

Count the square units

Show: Count the square units inside.

Say: "Area is the space inside a shape."

12 square units

Show: Write: 3 x 4 = 12 square units.

3 × 4 = 12 square inches

1 square inch

Try: Find the area of a 2 by 6 rectangle.

3 inches

4 inches

Say: "For rectangles, rows times columns gives the area."

Multiply length × width

Find the area of each rectangle. 1.

Area = 9 square units

Area = 15 square units

Area = 24 square units

Teacher Notes Draw a rectangle on the board. Explain to students that the area of a rectangle is the amount of space inside the rectangle, and we find it by counting the number of square units inside it. Partition the rectangle that you drew into two rows of four squares. Ask students how many square units are inside this rectangle. There are eight, so the area is eight square units. Point out that they can count each square, or they can use multiplication to find the area. Show more examples as needed.

252

Level C

| Chapter 12 - 7

| Lighthouse MAT H

Game Part 1: Materials + Setup Tile Floor Challenge Materials:

shape cards or grid paper, student boards, pencils

Setup: 1

Give teams grid rectangles or draw them on the board.

Make length and width cards.

Students act as tile installers.

Practical Story

12 - 7 Name

Say: "A classroom floor is covered with square tiles. Area tells how many tiles are needed to cover the floor."

Find the area of each rectangle. 1.

Area = 20 square units

Area = 12 square units

Area = 25 square units

Area = 18 square units

Area = 12 square units

Area = 6 square units

Ask: Are we measuring around the edge or inside the shape?

Area = 28 square units

Quick Check Ask if they are measuring inside the shape or around it. Check that they count square units or multiply length by width.

Area = 32 square units

Area = 50 square units

10. There are 3 rows of 8 square-foot tiles in the kitchen. What is the area of the kitchen floor?

11. There are 6 rows of 5 square-foot tiles in a kitchen. What is the area of the kitchen?

24 square feet

30 square feet

Read the problem. Find the answer.

Find the area.

CH A LLENG E

2 ft

Area = 18

9 ft

Level C

| Chapter 12 - 7

square feet

| Lighthouse M ATH

253

Game Part 2: Directions Tile Floor Challenge Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Flip one length-width card.

Teams draw the rectangle and find the area.

Correct square-unit answer earns a tile point.

Lesson Goal

12 - 8 | Tally Charts

Collect data with tally marks and write totals.

LE T’S LE A RN

Teach It

We can collect data (information) in a tally chart. Use tally marks to show the number of each bug.

Board: Draw a tally chart with item names and totals.

Tally

Number 11 22

Show: Make four straight tally marks, then a fifth across.

6 8

Say: "Tally marks help us count data quickly."

Say: "The total tells how many in each group."

Count the number of fruits. Cross out each fruit as you add a tally mark to the chart. Write the total. © Lighthouse Curriculum. Copying strictly prohibited.

Show: Count the tallies by fives and ones.

T RY I T TOGE THER

Fruit

Tallies

7 8 12

Try: Tally classroom pencils, erasers, and markers.

Teacher Notes Gather a few of each school supply - glue sticks, scissors, crayons, and markers. Make a tally chart and show students how to draw tallies by writing four vertical lines and then a diagonal line across for the fifth object. Fill in the tally chart together with the number of each item that you have. Write the total after you draw tally marks for each item. Explain to students that this is one way to collect and display data, or information.

254

Level C

| Chapter 12 - 8

| Lighthouse MATH

Game Part 1: Materials + Setup Tally Hunt Materials:

data cards, blank graph or chart paper, student boards, pencils

Setup: 1

Choose three classroom items to count.

Total

Give teams a blank tally chart.

Students hunt, tally, and total each item.

Practical Story

12 - 8 Name

Say: "A teacher wants to know which supplies the class uses most. A tally chart helps collect the information and count it neatly."

Complete the tally chart to show how many of each animal. 1.

Animal

Tallies

Total

5 7 11

Ask: When do we draw the crossing tally mark?

13 6 3

Quick Check Have students read one tally row aloud. Check that they group tallies by fives and write the correct total.

There are 18 shirts in a drawer. Tally the number of each color shirt. Write the total. 2.

Colors of T-shirts in a drawer: green, green, black, black, black, black, green, blue, green, white, white, black, white, blue, green, white, black, blue Colors of Shirts in the Drawer

CH A LLENG E

Look at the tally chart in question 1 and answer the question.

Level C

| Chapter 12 - 8

Tallies

Total

Green

Black

Blue

White

How many more cats are there than birds?

Color

8 more

| Lighthouse M ATH

255

Game Part 2: Directions Tally Hunt Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams count one item category.

They draw tallies in groups of five and write the total.

Neat tallies and correct totals earn a hunt point.

Lesson Goal

12 - 9 | Bar Graphs

Read and make bar graphs from data.

LE T’S LE A RN

Teach It

We can also use a bar graph to see data. To make a bar graph, color the boxes up to the correct number.

Board: Draw a simple bar graph with three categories.

Bus Car

50 45 40 35 30 25 20 15 10 5 Walk

Bus

Car

T RY I T TOGE THER Use the tallies in the table to color in the bar graph. Birds Seen in the Park Type

Number Seen

Try: Answer one more and one fewer question.

Number of Students

Walk

Say: "A bar graph shows data with bars."

Say: "The tallest bar shows the greatest amount."

Number of Students

Way to School

Show: Label the categories and numbers.

Show: Color one bar from the bottom up.

Ways Students Get to School

Pigeon Blue Jay Cardinal Dove

50 45 40 35 30 25 20 15 10 5 0 Pigeon

Which type of bird was seen the most?

Blue Jay

Which type of bird was seen the least?

Cardinal

Dove

Blue Jay

Teacher Notes Record the number of siblings each student has on the board. Have a student tally each number and then have the class find the totals. Create a bar graph together with the data. Show students how to color the bars from the bottom up to show the amount. Ask questions such as, “Which number of siblings is the most common?” “Which number of siblings is the least common?”

256

Level C

| Chapter 12 - 9

| Lighthouse MATH

Game Part 1: Materials + Setup Graph Reporter Materials:

data cards, blank graph or chart paper, student boards, pencils

Setup: 1

Use a small class vote or ready-made data set.

Teams make or read a bar graph.

Each team prepares one reporter sentence.

Practical Story

12 - 9 Name

Say: "A class votes for favorite recess games. A bar graph helps the teacher see which game was chosen most and how many students chose each game."

Use the tallies in the table to color in the bar graph. Then answer the questions. 1.

Number of Students

Shirt Color White Blue Red Green Black

7 6 5 4 3 2 1

Yellow

White

Which shirt colors were worn the most? White black

Blue

Red

Green

Black

Ask: Which bar is tallest? What does it mean?

Yellow

What color shirt was worn the least? Yellow

4. Which colors were worn the same amount as another color? White and black; red and green

Quick Check

Use the tallies in the table to color in the bar graph. Then answer the questions. 5.

Amusement Park Wait Times Wait Time in Minutes

Roller Coaster

Ferris Wheel

Go-karts

Water Boats

Minutes

Ride

30 20

Roller Coaster

Ferris Wheel

Which ride has the shortest wait time?

8. How much longer is the wait for the ferris wheel than for the go-karts? Look at the bar graph in problem 5 to answer the question.

Level C

Water Boats

Rides

6. Which ride has the longest wait time? Water Boats

CH A LLENG E

Go-karts

| Chapter 12 - 9

Go-karts 10 minutes

Ask students to read the labels and scale before answering. Check that they compare bar heights to support their answer.

Which ride has triple the wait time of Roller Coaster another ride?

| Lighthouse M ATH

257

Game Part 2: Directions Graph Reporter Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams answer a graph question.

One reporter says what the bar graph shows.

Correct answer and clear sentence earn a reporter point.

Lesson Goal

12 - 10 | Pictographs

Read pictographs using the key.

LE T’S LE A RN

Teach It

We can also use a pictograph to show data. The key shows the number that each picture represents.

Board: Draw a pictograph key: one picture = 5.

Number of Pizzas Sold this Week Day

Number of Pizzas Sold

Monday

Show: Show 3 pictures and count 5, 10, 15.

Tuesday Wednesday Thursday

Say: "Always read the key before answering." Try: Find the total for 4 pictures when each means 3.

key

T RY I T TOGE THER Use the pictograph to answer each question. Number of Books Eli Read

Show: Compare two rows by counting with the key.

= 5 pizzas

Friday

Say: "The key tells what each picture stands for."

Week 1

Week 2

Week 3

Week 4

= 2 books

How many books did Eli read in week 1?

How many books did Eli read in week 2?

How many books did Eli read in weeks 3 and 4 combined? 12

4. How many more books did Eli read in week 4 than in week 3?

5. How many books did Eli read in total? 24

Teacher Notes Show students the pictograph showing the number of pizzas sold. Point out that the key shows that one pizza represents five pizzas sold. Ask students to count by five to find the number of pizzas sold each day. Then ask them questions such as, “On which day were the most pizzas sold?” and “How many more pizzas were sold on Tuesday than on Monday?”

258

Level C

| Chapter 12 - 10

| Lighthouse MAT H

Game Part 1: Materials + Setup Picture Key Market Materials:

data cards, blank graph or chart paper, student boards, pencils

Setup: 1

Make pictograph cards with different keys.

Give teams market question cards.

Students must read the key before counting.

Practical Story

12 - 10 Name

Say: "A pizza store uses pictures to show how many pizzas sold each day. The key might say each picture stands for 5 pizzas, so we count by fives."

Use the pictograph to answer each question. Strawberries Picked

How many strawberries were picked on day 1? 60

How many total strawberries were picked on all 4 days? 170

How many more strawberries were picked on day 1 than on day 4? 30

Day 1

Day 2

Day 3

4. How many strawberries were picked on days 2 and 3 combined? 80

Day 4

Ask: What does one picture mean?

= 10 strawberries

Quick Check

Use the pictograph to answer each question. Trees Planted by the Parks Department

5. How many trees were planted on each day?

Monday

Tues 21

Thurs 24

Fri 12

Mon

Tuesday

Wed 18

6. How many trees were planted in total? 84

Thursday

Friday

Wednesday

How many more trees were planted on Thursday than on Friday? 12

8. How many fewer trees were planted on Monday than on Tuesday? 12

= 3 trees

Ask students to read the key before counting pictures. Check that they multiply or skip count by the key value.

Use the Trees Planted graph to answer the question.

CH A LLENG E

If each tree represented 4 trees instead of 3, how many more trees would have been planted on Tuesday than on Monday? 16

Level C

| Chapter 12 - 10

| Lighthouse M AT H

259

Game Part 2: Directions Picture Key Market Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Show one pictograph.

Teams answer a total or compare question.

Correct answer with the key stated earns a market point.

Lesson Goal

12 - 11 | Dot Plots

Read and make dot plots for measurement data.

LE T’S LE A RN

Teach It

We can show a group of measurements on a dot plot. Each measurement is one dot on the graph. We place a dot on top of the number that shows its measure.

Board: Draw a number line and place dots above a few numbers.

Height of Sunflowers in the Garden

Show: Count how many dots are above one number.

Try: Add two new measurements to the plot.

1 2

T RY I T TOGE THER Mark measured 4 bugs in his backyard. He put a dot on the line for each measurement. Now he found a caterpillar and a ladybug. Add their measurements to the dot plot. © Lighthouse Curriculum. Copying strictly prohibited.

Say: "A dot plot helps us see the data on a number line."

Height of Sunflowers (in feet)

Say: "Each dot stands for one measurement." Show: Find the smallest and largest measurements.

1 2

1. Length of Bugs 0

inches

1 4

2 4

3 4

1 1 4

1 2 4

1 3 4

Inches

inches

Teacher Notes Show students the Heights of Sunflowers dot plot. Explain that each dot is a different measurement taken. Ask students how we can figure out how many sunflowers there are altogether (count the number of dots). Ask students what the heights of the tallest and shortest sunflowers are (7 21 feet and 3 feet). Ask students why there are no dots above the number 7 (because no sunflowers are 7 feet tall).

260

Level C

| Chapter 12 - 11

| Lighthouse MATH

Game Part 1: Materials + Setup Dot Plot Lineup Materials:

data cards, blank graph or chart paper, student boards, pencils

Setup: 1

Give students small measurement cards.

Draw a number line on the board.

Students place dots above their measurement.

Practical Story

12 - 11 Name

Say: "Students measure plant heights. A dot plot helps the class see which heights happen often and which plant is tallest or shortest."

Farmer John grew different types of fruits and vegetables. He measured the biggest one of each type. Some of the fruits and vegetables are already marked on the dot plot. Measure the rest of the fruits and vegetables and mark their measurements with a dot. 1.

inches

Ask: How many dots are above this number?

Fruit and Vegetables Lengths

10 11 Inches

Quick Check

Ask what one dot stands for. Check that students count dots above a number to answer the question.

Use the dot plot above to answer the questions. How many pieces of fruit and vegetables measured 6 inches?

4. How many fruits and vegetables measured 2 inches, 6 inches, and 15 inches? 6

How many more pieces of fruit and vegetables measured 6 inches than 2 inches? 3

5. How many fruits and vegetables were measured?

Use the dot plot to answer the questions. How many students have more than 2 pets?

Number of Pets at Home

How many total students are there? 17

CH A LLENG E

Number of Pets

Level C

| Chapter 12 - 11

How many students have pets? 15

| Lighthouse M ATH

261

Game Part 2: Directions Dot Plot Lineup Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Call one measurement card at a time.

Students add a dot to the correct number.

Teams answer questions from the completed plot.

Lesson Goal

12 - 12 | Chapter Review

Review time, measurement, shapes, perimeter, area, and data displays.

LE T’S R EVI EW

Teach It

Telling Time

Quadrilaterals

The short hand tells the hour. The long hand tells the minutes.

Quadrilaterals are shapes with 4 sides.

Board: Write one example each for time, shape, measure, and graph.

40 30

Finding Perimeter

Finding Area

Add all of the side lengths.

Count the square units or multiply length × width.

Showing Data

Bar Graph Number of Children

Tally Chart Bikes

Show: Solve one time problem and one graph problem.

3:52

15 20

Show: Ask students to name the skill before solving. Say: "This chapter is real-world math. First decide what the problem is asking."

50 51

Dot plot

Pictograph

Test Scores

Favorite Fruit = 3 students

30 20 10 0

= 1 student

Pencil Marker

Apples: Grapes: Oranges:

T RY I T TOGE THER Write the time as you would see it on a digital clock. 1.

Say: "Use the tool that matches the problem: clock, ruler, shape, or graph."

7:15

262

10:30

Level C

8:00

| Chapter 12 - 12

11:45

| Lighthouse M AT H

Try: Have partners explain one review item.

Game Part 1: Materials + Setup Real-World Math Fair Materials:

game cards from the setup, student boards or paper, pencils, counters if helpful

Setup: 1

Make stations for clock, ruler, shapes, area/perimeter, and graphs.

Put one short task card at each station.

Teams carry a fair ticket to mark completed stations.

Practical Story

12 - 12 Name

Say: "A school event may need a schedule, measured decorations, table shapes, a floor plan, and a graph of student choices. These skills help solve real planning problems."

Write how much time has passed. 1.

Start Time: 3:35 End Time: 4:00

Start Time: 8:40 End Time: 9:25

25 min

Start Time: 5:20 End Time: 6:15

45 min

55 min

Find the perimeter. 4.

6 ft

5. 7 in

7 in

6. 6 ft

5 in

12 in

3 in

13 in

inches

feet

10 in

inches

Ask: Which tool or model helps with this problem?

Find the area of each rectangle. 8.

10.

Area = 9 square units

Area = 12 square units

Quick Check

Area = 20 square units

Complete the tally chart to show how many of each shape. 11.

Shape

Tallies

Total 7

Give one mixed problem and ask students to name the skill before solving. Check that they choose the right method, not just the right answer.

6 6 4

Level C

| Chapter 12 - 12

| Lighthouse M AT H

263

Game Part 2: Directions Real-World Math Fair Cue:

Play: 1

Run one card or prompt at a time. Students score only after showing or explaining the math.

Teams solve one station task at a time.

They name the tool they used and show the answer.

A full fair ticket wins the review round.

12 - 13 | Cumulative Review

Solve. 1.

2 1 2

9 × 7 63

14.

−

9 4 5

20.

−

8 4 4

26.

1 3 4

32.

2 6 8

38.

9 1 9

13.

19.

25.

31.

37.

1 6 7

−

11 6 5

15.

1 3 3

6 × 9 54

21.

7 × 5 35

27.

8 + 8 16

33.

11 9 2

39.

−

15 − 9 6

7 + 3 10

10.

16.

7 1 7

22.

−

9 3 6

28.

3 4 7

15 − 6 9

34.

14 − 7 7

40.

16 − 7 9

11.

−

11 7 4

17.

4 7 11

10 − 8 2

23.

2 × 7 14

29.

35.

−

8 2 6

41.

1 4 5

−

8 1 7

4 × 9 36

12.

6 5 11

−

6 4 2

18 − 9 9

18. +

1 2 3

6 + 9 15

24. ×

8 1 8

30.

−

4 2 2

2 4 6

36.

−

11 3 8

12 − 3 9

9 + 5 14

42.

9 2 11

5 43. 8 40

2 44. 5 10

7 45. 5 35

4 46. 9 36

7 47. 8 56

3 48. 9 27

5 49. 9 45

9 50. 6 54

9 51. 9 81

4 52. 3 12

2 53. 7 14

7 54. 4 28

6 55. 6 36

4 56. 4 16

6 57. 5 30

6 58. 3 18

6 59. 4 24

4 60. 7 28

264

Level C

| Chapter 12 - 13

| Lighthouse MATH

12 - 13 Name

Add. 1.

55 + 82 137

8( + (8 132

)(3 + ))3 256

279 + 57, 855

9) 3+ 121

52, + 2(2 768

9++ − ,3 837

11.

,2) − 225 396

12.

−

85 5+ 35

−

5) )( 37

8,+ − 297 563

15.

2 9 18

18.

5 3 15

17.

7 8 56

16.

6 1 6

8 1 8

21.

4 1 4

24.

7 1 7

23.

4 7 28

22.

2 2 4

2 7 14

Subtract. 7. −

79 (8 31

13.

14.

5 5 25

20.

1 8 8

19.

Divide. 7 25. 1 7

5 26. 9 45

8 27. 4 32

8 28. 7 56

1 29. 5 5

9 30. 2 18

9 31. 5 45

6 32. 9 54

9 33. 6 54

7 34. 3 21

8 35. 9 72

4 36. 3 12

Multiply.

Are the fractions equivalent? 37.

1 5 2 3

38. No

4 6 2 3

Level C

39. Yes

| Chapter 12 - 13

5 8

40. 10

4 7

1 5

| Lighthouse MATH

Yes

265

Level

Lighthouse

Math

Mastering Bright Ideas ™

Basic Edition Teacher’s Guide

Lighthouse Math Level C Teacher’s Guide 718.285.7100 • info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com

Math Basic

Edition

Teacher’s Guide