Objective
To provide practice interpreting data through the
World Tour Project.
1
materials
Teaching the Lesson
Key Activities
Students travel to Cairo, Egypt, on the World Tour, which was introduced in Lesson 2-1.
Key Concepts and Skills
Ongoing Assessment: Informing Instruction See page 188.
Ongoing Learning & Practice
Students play Multiplication Top-It to practice multiplication facts.
Students practice and maintain skills through Math Boxes and Study Link activities.
Ongoing Assessment: Recognizing Student Achievement Use journal page 63.
[Operations and Computation Goal 2]
3
Students read Nine O’Clock Lullaby as an
introduction to time zones.
globe; classroom world map
See Advance Preparation
materials
Math Journal 1, p. 63
Student Reference Book, p. 264
Study Link Master (Math Masters, p. 87)
Game Master (Math Masters,
p. 506; optional)
number cards 1–10 (4 of each;
from the Everything Math Deck,
if available)
materials
Differentiation Options
READINESS
Study Link 3 5
Teaching Aid Masters (Math
Masters, pp. 419–421; optional)
º, / Fact Triangles
• Read and write large numbers. [Number and Numeration Goal 1]
• Calculate relative time across time zones. [Operations and Computation Goal 2]
• Judge the reasonableness of counts; describe the difference between a count and
an estimate. [Operations and Computation Goal 6]
• Use a table of climate data and a time zones map. [Data and Chance Goal 2]
2
Math Journal 1, p. 171 (optional);
pp. 56 and 172–175
Student Reference Book
ENRICHMENT
Students play Seega, a traditional Egyptian
game.
Student Reference Book, pp. 276,
277, and 309
Game Master (Math Masters,
p. 503)
6 counters (3 each of 2 colors)
Nine O’Clock Lullaby
See Advance Preparation
Additional Information
Background Information Students travel as a class to Egypt. In future units, they travel to other
countries and gather and record information about the country on the Country Notes pages.
Advance Preparation For Part 1, collect reference materials, especially atlases and
almanacs. See page 185. For the optional Readiness activity in Part 3, obtain a copy of Nine
O’Clock Lullaby by Marilyn Singer (Harper Collins Children’s Books, 1993).
186
Unit 3 Multiplication and Division; Number Sentences and Algebra
Technology
Assessment Management System
Math Boxes, Problem 4
See the iTLG.
See the Web site on page 189.
Getting Started
Mental Math and
Reflexes
Students use their Multiplication/Division
Fact Triangles to practice the facts in the
Try Again pile. They transfer appropriate
triangles to the OK pile and color the OK
facts in the table on journal page 56,
fasten their new piles with paper clips,
and store them.
Math Message
Examine the map of Africa on pages 282 and 283 in your Student
Reference Book. Locate the capital of Egypt on the map.
Study Link 3 5 Follow-Up
Students compare answers. Problems 6–14 have more than one
correct answer.
1 Teaching the Lesson
Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
(Student Reference Book, pp. 282 and 283)
Ask students to point to Cairo, Egypt, on the map. Tell students
that in this lesson they will make their first World Tour excursion
outside the United States when they travel to Cairo, Egypt, on the
African continent. This trip establishes routines for the yearlong
activity.
Examining the List of
WHOLE-CLASS
DISCUSSION
Countries and Regions
(Student Reference Book, pp. 279–281)
Social Studies Link Explain the World Tour routine that
students will follow during the year:
Students travel to various regions as a class, visiting one
country within each region.
NOTE You may expand the World Tour for
your class by having students form small
groups that travel to additional countries within
each region visited. See Lesson 4-7.
When students visit a country, they look up information about
it in the World Tour section of the Student Reference Book and
record that information on the Country Notes pages found at
the back of the journal or on Math Masters, pages 419 and 420.
They record their progress on the Route Map (journal pages
172 and 173).
Tell students to turn to the Country Profiles on pages 279–281
in the Student Reference Book. To support English language
learners, explain the meaning of the word profile in this context.
Ask students to name a country for which there is not a profile.
Have students guess how many profiles there would be if
there were one for every country in the world. If you have a
world almanac, show the flag pages. There are now nearly
200 countries.
Lesson 3 6
187
Ask students to name the seven continents. North America,
South America, Europe, Africa, Asia, Australia, and Antarctica
Write them on the board. Point out that the Country Profiles
are organized into five regions. Most of the regions are single
continents, but Australia has been combined with Asia, and
Antarctica is not included.
Completing the Route Map and
NOTE If you are using the Route Log on
Math Journal 1, page 171 or on Math Masters,
page 421, direct students to enter today’s date
next to the name of the country they are
visiting (Egypt) and its capital (Cairo). Air
distance will be recorded in the next lesson.
PARTNER
ACTIVITY
Country Notes for Egypt
(Math Journal 1, pp. 171–175; Student Reference Book; Math Masters,
pp. 419–421, optional)
Divide the class into partnerships. Ask students to turn to the
Route Map on journal pages 172 and 173; draw the direct route
from Washington, D.C., to Cairo; and put an arrowhead at the
destination.
Ask students to record information about Egypt in the Country
Notes on journal pages 174 and 175 or on Math Masters, pages
419 and 420. Remind them that the World Tour section of the
Student Reference Book serves as their major source for filling in
the Country Notes.
Ongoing Assessment: Informing Instruction
Watch for students who are having difficulty completing the Country Notes due to
a lack of understanding of vocabulary, such as border, country, capital, monetary
unit, and exchange rate, rather than an inability to locate the information in the
Student Reference Book. Discuss the terms and provide examples.
Be sure to include the following in your discussion of the
Country Notes.
Student Page
Date
Time
My Route Log
Date
Country
Capital
1
U.S.A.
Washington, D.C.
2
Egypt
Cairo
Air distance
from last capital
Facts about the Country
Egypt’s population is more than 76 million. Its area is about
387,000 square miles.
Total distance
traveled so far
3
●
Have students discuss these figures in rounded as well as in
exact terms.
●
Have students examine the population figures for other
countries. The population figures for all countries are
rounded to the nearest thousand. Ask students why this
makes more sense than reporting unrounded figures, such
as 76,117,437.
4
5
6
7
8
9
10
11
12
13
Arabic, English, and French are spoken in Egypt.
14
15
●
16
17
18
19
20
The language printed in boldface type in each Country
Profile is the primary language spoken in that country, but
the other languages listed are spoken by significant numbers
of people.
171
Math Journal 1, p. 171
188
Unit 3 Multiplication and Division; Number Sentences and Algebra
Student Page
The monetary unit in Egypt is the Egyptian pound.
Date
Time
LESSON
My Country Notes
3 6
●
●
Entry of the exchange rate is optional, because this rate
changes constantly. Current exchange rates are given in
the Wall Street Journal and in Sunday editions of major
newspapers. The Web site www.oanda.com/convert/classic
also provides exchange rates.
The exchange rate may be quoted in different ways.
For example:
$1 U.S. 6.2102 Egyptian pounds
1 Egyptian pound $0.1610 U.S. (16.10 cents U.S.)
A. Facts about the country
Egypt
1. It is bordered by
Mediterranean Sea, Libya, Sudan, the Red Sea,
countries, bodies of water
and Israel
.
76,117,000
2. Population:
Area:
Have students look at the population figures for Cairo and
other capitals.
The time in Cairo in relation to the time at your school will
vary based on the location of your school.
●
Have students use the time zones map on Student Reference
Book pages 276 and 277 to check answers to Problem B1.
386,700
square miles
Arabic, English, French
3. Languages spoken:
Pound
4. Monetary unit:
Sample answer:
U.S. dollar
5. Exchange rate (optional): 1
6.2102 Egyptian Pounds
B. Facts about the capital of the country
Cairo
10,834,000
Population:
1. When it is noon in my hometown, it is
●
.
name of continent
name of capital
Facts about the Capital of the Country
The capital of Egypt is Cairo.
Africa
is located in
name of country
Answers
vary.
in
time (A.M. or P.M.?)
2. In
Sept.
/
month
is about
Nov.
, the average high temperature in
month
83
Cairo
.
name of capital
Cairo
name of capital
°F. The average low temperature is about
64
°F.
3. What kinds of clothes should I pack for my visit to this capital? Why?
Sample answer: I should pack short-sleeved shirts and shorts,
because it will likely be warm during the days, plus a lightweight
jacket, long-sleeved shirts, and long pants for the evenings
and cooler days.
174
Math Journal 1, p. 174
Discuss the climate data in the table on page 297 of the
Student Reference Book. Average temperatures are in degrees
Fahrenheit, and average rainfall is in inches. The temperature
data in each column consists of two numbers. The first number
is the average high temperature; the second number is the
average low temperature. Each figure was obtained by adding
the average figures for each of the three months, dividing the
result by 3, and rounding the resulting average. In Cairo from
September to November, the average high temperature is about
83°F; the average low temperature is about 64°F. There is
usually no measurable rainfall.
●
Students should use these data to decide what kinds of
clothes to pack.
Student Page
Date
LESSON
3 6
The Country Notes provide space for students to record
interesting facts about the countries they are visiting.
Encourage students to use classroom and library resources to
find such facts. Have students check Fascinating Facts on
pages 302–305 of the Student Reference Book.
●
Remind students that they may record any fact that is
intriguing to them about Egypt or about a country
bordering Egypt.
Country information in other reference books often includes
other number facts. Egyptian civilization developed along the
Nile Valley about 4000 B.C., or about 6,000 years ago. The
Aswan Dam, completed in 1971, helps in the irrigation of
about 1,500 square miles. The Suez Canal, which links the
Mediterranean and Red Seas, is 103 miles long.
Time
My Country Notes
continued
4. Turn to the Route Map found on journal pages 172 and 173.
Draw a line from the last city you visited to the capital of this country.
5. If your class is using the Route Log, record the information on journal page 171 or
Math Masters, page 421.
6. Can you find any facts on pages 302–305 in your Student Reference Book that
apply to this country? For example, is one of the 10 tallest mountains in the world
located in this country? List all the facts you can find. Sample answers:
Egypt is bordered by the world’s fourthlargest sea—the Mediterranean. The
world’s longest river—the Nile—runs
through the country. Part of Egypt lies in
the world’s largest desert—the Sahara.
C. My impressions about the country
Do you know anyone who has visited or lived in this country? If so, ask that person
for an interview. Read about the country’s customs and about interesting places to
visit there. Use encyclopedias, travel books, the travel section of a newspaper, or
library books. Try to get brochures from a travel agent. Then describe below some
interesting things you have learned about this country.
Answers vary.
175
Math Journal 1, p. 175
Lesson 3 6
189
Student Page
Games
2 Ongoing Learning & Practice
Example
A 4, an 8, and a 3 are turned over. There are three
ways to form the numbers. Always subtract the smaller
number from the larger one.
4 8 12
3 8 11
or
12 3 9
347
or
11 4 7
871
Playing Multiplication Top-It
Advanced Version Use only the number cards 1–9. Each player
turns over 4 cards, forms two 2-digit numbers, and finds their
difference. Players should carefully consider how they form
their numbers. For example, 75 24 has a greater difference
than 57 42 or 74 25.
PARTNER
ACTIVITY
(Student Reference Book, p. 264; Math Masters, p. 506)
Multiplication Top-It
Directions
1. The rules are the same as for Addition Top-It, except that
players find the product of the numbers instead of the sum.
Students play Multiplication Top-It to develop automaticity with
multiplication facts.
2. The player with the largest product takes all the cards.
Answers can be checked with a Multiplication Table or
a calculator.
Variation Use only the number cards 1–9. Each player turns
over 3 cards, forms a 2-digit number, then multiplies the
2-digit number by the remaining number.
Adjusting the Activity
Division Top-It
Directions
1. Use only the number cards 1–9. Each player turns over 3
cards and uses them to generate a division problem as follows:
Have counters, calculators, and Multiplication/Division Facts Tables
readily available for students.
Have students use only the number cards 1–9. Each player turns over three
cards, forms a 2-digit number, and then multiplies the 2-digit number by the
remaining number.
♦ Choose 2 cards to form the dividend.
♦ Use the remaining card as the divisor.
♦ Divide and drop any remainder.
The player with the largest quotient takes all the cards.
Advanced Version Use only the number cards 1–9. Each player
turns over 4 cards, chooses 3 of them to form a 3-digit number,
then divides the 3-digit number by the remaining number.
Players should carefully consider how they form their 3-digit
numbers. For example, 462 / 5 is greater than 256 / 4.
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
V I S U A L
Student Reference Book, p. 264
Math Boxes 3 6
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 63)
Mixed Practice Math Boxes in this lesson are paired
with Math Boxes in Lesson 3-8. The skill in Problem 5
previews Unit 4 content.
Ongoing Assessment:
Recognizing Student Achievement
Use Math Boxes, Problem 4 to assess students’ ability to solve multidigit
addition and subtraction problems. Students are making adequate progress if
they are able to use a paper-and-pencil algorithm to calculate the correct sum
and difference. Some students may be able to use more than one method to
solve the problems or demonstrate how the relationship between + and – can be
used to check their answers.
Student Page
Date
Time
LESSON
Math Boxes
3 6
1.
Complete the name-collection box.
2.
Sample answers:
125
5 25
500 375
250 2
12.5 10
(20 5) 25
[Operations and Computation Goal 2]
A number has
2
8
5
7
9
4
1
in
in
in
in
in
in
in
the
the
the
the
the
the
the
tens place,
hundred-thousands place,
millions place,
hundreds place,
ones place,
thousands place, and
ten-thousands place.
Write the number:
5, 8 1 4, 7 2 9
149
3. a.
4
Measure line segment PQ to the nearest inch.
P
Q
About
b.
6
inches
1
2
Measure line segment RS to the nearest inch.
R
S
1
4.
About
32
inches
128
Solve mentally or with a paper-and-pencil
algorithm.
a.
729
432
1,161
b.
9,004
515
8,489
10–15
5.
Riley estimated the height of his classroom
ceiling. Circle the best estimate.
A
7m
B
3m
C
20 m
D
15 m
130
Math Journal 1, p. 63
190
Math Boxes
Problem 4
Unit 3 Multiplication and Division; Number Sentences and Algebra
Study Link Master
Study Link 3 6
INDEPENDENT
ACTIVITY
(Math Masters, p. 87)
3 Differentiation Options
Exploring Time Zones
Number Stories about Egypt
The Nile in Africa is about 4,160 miles long. The Huang River in Asia is
about 800 miles shorter than the Nile. How long is the Huang River?
4,160 800 3,360
Number model:
2.
2,007 1,869 138
138
years
Egypt has about 3,079 miles of railroad. The United States has about 132,000 miles
of railroad. How many fewer miles of railroad does Egypt have than the United States?
Number model:
4.
About
Sample
answers:
3,360 miles
The Suez Canal links the Mediterranean and Red Seas. It is 103 miles long and was
opened in 1869. For how many years has the Suez Canal been open?
Number model:
3.
Time
132,000 3,079 128,921
About
128,921
miles
The population of Cairo, the capital of Egypt, is about 10,834,000.
The population of Washington, D.C., is about 563,000.
a.
True or false? About 10 12 million more people
live in Cairo than in Washington, D.C.
b.
Explain how you solved the problem.
T
Sample answer: 1
About 11 million people live in Cairo. About 2 million people
1
1
live in Washington, D.C. 11 million 2 million 102 million
Try This
SMALL-GROUP
ACTIVITY
The area of Egypt is about 386,700 square miles. The area of Wyoming
is about 97,818 square miles.
a.
Egypt is about how many times as large as Wyoming?
b.
Explain how you solved the problem.
4
Sample answer:
I rounded to 400,000 and 100,000 and then divided to
get 4.
Practice
5–15 Min
Literature Link To provide students with an introduction to
time zones, read Nine O’Clock Lullaby by Marilyn Singer
(Harper Collins Children’s Books, 1993). Have students locate
each of the places mentioned in the book on the Time Zones of the
World map on Student Reference Book, pages 276 and 277.
Playing Seega
3 6
5.
(Student Reference Book, pp. 276 and 277)
ENRICHMENT
Date
STUDY LINK
1.
Home Connection Students solve number stories related
to Egypt. The problems offer practice in subtraction,
multiplication, estimation, and comparing numbers. Point
out that some problems ask students to write a number model to
show how they solved the problem.
READINESS
Name
Sample answers:
6.
List all the factors of 12.
7.
Name 4 multiples of 8.
16
1, 2, 3, 4, 6, 12
, 24 , 32 , 40
Math Masters, p. 87
PARTNER
ACTIVITY
5–15 Min
(Student Reference Book, p. 309; Math Masters, p. 503)
To further explore mathematical connections with Egypt, have
students play Seega, a traditional Egyptian game popular among
young Egyptians today. Players use strategic moves to transfer
three counters on a game board to a new straight line.
Student Page
World Tour
Seega
Planning Ahead
Gather as many globes as possible for the activities in the next
lesson on measuring air distances. You will need a cloth tape
measure for each partnership.
This is a version of a traditional Egyptian game that is popular
among young Egyptians today.
Materials
Seega Game Mat (Math Masters, p. 503)
6 markers (3 each of two colors)
Players
2
Directions
Each player takes 3 markers of the same color. To begin,
players place their markers on the starting lines at the ends of
the game mat. (See diagram.)
Players take turns moving one of their markers one or two
squares.
Player 1
Player 2
Player 1’s
starting line
Player 2’s
starting line
♦ A marker can be moved to any open square that is next to it.
Diagonal moves are OK.
♦ A marker can be moved two squares in any direction to an
open square. Diagonal moves are OK, but a change in
direction during the move is not allowed. Jumping over
another marker is also not allowed.
Examples
Moves allowed:
Examples
Moves not allowed:
May not change direction.
May not jump a marker.
The first player to get his or her markers in a straight line is
the winner. The line may be horizontal, vertical, or diagonal,
but it may not be the player’s starting line.
Student Reference Book, p. 309
Lesson 3 6
191