World Tour:
Flying to Africa
Objective To provide practice interpreting data through the
World Tour Project.
W
www.everydaymathonline.com
ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Key Concepts and Skills
• 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. Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
1 2
4 3
Playing Multiplication Top-It
Student Reference Book, p. 264
Math Masters, p. 506 (optional)
4 each of number cards 1–10 (from
the Everything Math Deck, if available)
Students practice multiplication facts.
Solving Elapsed-Time Problems
• Use a table of climate data and a time
zones map. [Data and Chance Goal 2]
Math Journal 1, pp. 63A and 63B
demonstration clock (optional) calculator (optional)
Students solve elapsed-time problems.
Key Activities
Math Boxes 3 6
Students travel to Cairo, Egypt, on the World
Tour, which was introduced in Lesson 21.
Math Journal 1, p. 63
Students practice and maintain skills
through Math Box problems.
[Operations and Computation Goal 6]
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Exploring Time Zones
Student Reference Book, pp. 276 and 277
Students read Nine O’Clock Lullaby
as an introduction to time zones.
ENRICHMENT
Playing Seega
Student Reference Book, p. 309
Math Masters, p. 503
6 counters (3 each of 2 colors)
Students play a traditional Egyptian game.
Ongoing Assessment:
Informing Instruction See page 188.
Materials
Math Journal 1, p. 171 (optional);
pp. 172–175
Student Reference Book, pp. 276, 277,
279–283, 297, and 302–305
Study Link 35
Math Masters, pp. 419–421 (optional)
slate globe classroom world map
Ongoing Assessment:
Recognizing Student Achievement
Use Math Boxes, Problem 4. [Operations and Computation Goal 2]
Study Link 3 6
Math Masters, p. 87
Students practice and maintain skills
through Study Link activities.
Additional 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.
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
(HarperCollins Children’s Books, 1993).
186
Unit 3
Multiplication and Division; Number Sentences and Algebra
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Getting Started
Mental Math and Reflexes
Math Message
Dictate numbers in expanded notation, and have
students write the numbers in standard notation on
their slates.
Examine the map of Africa on pages 282
and 283 in your Student Reference Book.
Locate the capital of Egypt on the map.
7,000 + 800 + 40 + 2 7,842
3,000 + 400 + 90 + 1 3,491
9,000 + 100 + 3 9,103
20,000 + 8,000 + 500 + 70 + 6 28,576
80,000 + 300 + 70 + 4 80,374
60,000 + 900 + 50 60,950
5,000,000 + 300,000 + 20,000 + 8,000 + 500 + 90 + 4 5,328,594
4,000,000 + 90,000 + 7,000 + 80 + 5 4,097,085
1,000,000 + 80,000 + 300 + 2 1,080,302
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)
ELL
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
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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.
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.
Completing the Route Map and
PARTNER
ACTIVITY
Country Notes for Egypt
(Math Journal 1, pp. 171–175; Student Reference Book, pp. 276, 277, 279,
282, 283, 297, and 302–305; 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
3
Air distance
from last capital
Total distance
traveled so far
Facts about the Country
Egypt’s population is more than 76 million. Its area is about
387,000 square miles.
●
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
14
15
16
17
18
19
20
Arabic, English, and French are spoken in Egypt.
●
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.
Math Journal 1, p. 171
188
Unit 3 Multiplication and Division; Number Sentences and Algebra
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Student Page
The monetary unit in Egypt is the Egyptian pound.
Date
Time
LESSON
My Country Notes
3 6
䉬
●
●
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:
3.
Languages spoken:
Area:
U.S. dollar
5.
Exchange rate (optional): 1
B.
Facts about the capital of the country
Cairo
2.
In
Sept.
Remind students that they may record any fact that is
intriguing to them about Egypt or about a country
bordering Egypt.
●
Students may use other reference books to find country
information. 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.
10,834,000
Nov.
in
, the average high temperature in
month
83
Cairo
.
name of capital
Cairo
name of capital
°F. The average low temperature is about
64
°F.
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.
Math Journal 1, p. 174
NOTE For practice reading
and comparing Fahrenheit
temperatures, see
www.everydaymathonline.com.
Student Page
Date
3 6
䉬
●
Answers
vary.
What kinds of clothes should I pack for my visit to this capital? Why?
LESSON
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.
/
month
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.
6.2102 Egyptian Pounds
Population:
When it is noon in my hometown, it is
is about
The time in Cairo in relation to the time at your school will
vary based on the location of your school.
●
⫽
time (A.M. or P.M.?)
Have students look at the population figures for Cairo and
other capitals.
Have students use the time zones map on Student Reference
Book pages 276 and 277 to check answers to Problem B1.
square miles
Pound
Sample answer:
3.
●
386,700
Arabic, English, French
Monetary unit:
4.
1.
●
.
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
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.
Math Journal 1, p. 175
Lesson 3 6
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Student Page
Date
Time
LESSON
2 Ongoing Learning & Practice
Flying to London
36
Suppose you are flying from Charleston, South Carolina, to London, England.
You have a connecting flight in Washington, D.C.
Your flight to Washington, D.C., leaves Charleston at 7:05 A.M. It lands in
Washington at 8:34 A.M. How long was the flight?
1.
Playing Multiplication Top-It
1 hr, 29 min
(Student Reference Book, p. 264;
Math Masters, p. 506)
Your flight from Washington, D.C., to London is scheduled to leave at 12:02 P.M.
The flight time is 7 hours and 19 minutes. At what time does the flight land
(in Washington, D.C., time)?
2.
7:21 P.M.
Students play Multiplication Top-It to maintain automaticity with
multiplication facts.
There is a 5-hour time difference between Washington, D.C., and London.
What time does your flight land, London time?
3.
NOTE For facts practice through 12 º 12, have students include number cards
11 and 12 when playing Multiplication Top-It.
12:21 A.M.
Solving Elapsed-Time Problems
Your return flight from London arrives in Washington, D.C., at 4:46 P.M. Your flight
to Charleston is scheduled to leave Washington, D.C., 3 hours and 12 minutes
later. What time does your flight to Charleston leave?
4.
7:58 P.M.
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NOTE Open number lines are useful for
representing relationships between the
quantities in a problem situation. Open number
lines are not usually drawn to scale, or at best,
are only drawn approximately to scale, so they
are not standard number lines.
Students solve elapsed-time problems. Students may use the
demonstration clock, calculators, or anything else that may help.
Some students may find it helpful to use an open number line to
illustrate the strategy of counting up in hours and minutes. For
example, in Problem 1, students might draw a diagram like the
one below. Students mark off the starting time and count up in
hours and then in minutes, while recording the actual and
elapsed time.
1 hr
29 min
7:05
Student Page
Date
Flying to London
8:05
8:34
Encourage students to share their strategies.
Time
36
5.
INDEPENDENT
ACTIVITY
(Math Journal 1, pp. 63A and 63B)
Math Journal 1, p. 63A
LESSON
PARTNER
ACTIVITY
continued
Your flight to Charleston is delayed because of stormy weather. It finally leaves at
8:57 P.M. and lands in Charleston 1 hour and 44 minutes later. What time does it
land in Charleston?
Math Boxes 3 6
10:41 P.M.
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 63)
6.
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.
A friend who traveled with you lives in New York City. She took a direct flight
from London to New York that left at 9:20 A.M., New York time. The flight was
7 hours, 36 minutes long. What time did it land?
4:56 P.M.
7.
Writing/Reasoning Have students write a response to the
following: For Problem 5, suppose Riley wanted to estimate
the height of the classroom ceiling in centimeters and
millimeters instead of meters. Give the new measurements.
300 centimeters and 3,000 millimeters Which unit of measurement
(meters, centimeters, or millimeters) do you think makes the most
sense for Riley’s estimate? meters Why? Sample answer: Larger
units are better to use when estimating long distances.
Centimeters and millimeters make more sense when estimating
the length of something small.
You go to bed at 11:15 P.M. and wake up at 8:37 A.M. How long did you sleep?
9 hr, 22 min
8.
The next day, you spend 45 minutes looking at all the photos you took on your trip.
If you finish at 10:25 A.M., what time did you start?
9:40 A.M.
Math Journal 1, p. 63B
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Unit 3 Multiplication and Division; Number Sentences and Algebra
187-191_EMCS_T_TLG1_G4_U03_L06_576817.indd 190
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Student Page
Date
Ongoing Assessment:
Recognizing Student Achievement
Math Boxes
Problem 4
Time
LESSON
Math Boxes
3 6
䉬
Complete the name-collection box.
1.
A number has
2
8
5
7
9
4
1
125
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.
[Operations and Computation Goal 2]
2.
Sample answers:
5 ⫻ 25
500 ⫺ 375
250 ⫼ 2
12.5 ⴱ 10
(20 ⴱ 5) ⫹ 25
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 ᎏᎏ inch.
R
Study Link 3 6
S
1
INDEPENDENT
ACTIVITY
夹
4.
(Math Masters, p. 87)
About
inches
128
Solve mentally or with a paper-and-pencil
algorithm.
729
⫹ 432
a.
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.
3ᎏ2ᎏ
b.
⫺
1,161
5.
9,004
515
8,489
Riley estimated the height of his classroom
ceiling. Circle the best estimate.
A
7m
B
3m
C
20 m
D
15 m
10–15
130
Math Journal 1, p. 63
3 Differentiation Options
READINESS
Exploring Time Zones
SMALL-GROUP
ACTIVITY
5–15 Min
(Student Reference Book, pp. 276 and 277)
Literature Link To provide students with an introduction to
time zones, read Nine O’Clock Lullaby by Marilyn Singer
(HarperCollins 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.
Study Link Master
Name
Date
STUDY LINK
3 6
䉬
1.
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:
ENRICHMENT
Playing Seega
PARTNER
ACTIVITY
2.
5–15 Min
(Student Reference Book, p. 309; Math Masters, p. 503)
2,007 ⫺ 1,869 ⫽ 138
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.
years
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 ᎏ12ᎏ 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 ᎏ2ᎏ million people
1
1
live in Washington, D.C. 11 million ⫺ ᎏ2ᎏ million ⫽ 10ᎏ2ᎏ million
Try This
5.
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.
138
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
Number Stories about Egypt
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
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
Lesson 3 6
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