Lesson 00 of 36
Learning about Excel Projectable
© 2009 All Rights Reserved
Lesson 52
of 5
Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient with
regrouping and remainders
CLASSROOM LESSONS
Each file contains lesson content from one student Lesson Sheet.
The objectives are clearly stated in red at the top of each screen.
Text may be re-worded slightly, re-spaced or illustrated in colors for better viewing and
instruction.
In lessons where you are asked to read a problem aloud, we included the numerical values on
the screen. Students should read the words, write in the numbers, and solve the problem.
Answers appear on the next screen in red.
The average lesson requires about 6 screens. The range is 3-13 screens.
© 2009 Ansmar Publishers, Inc. All Rights Reserved
Scroll or press PAGE-DOWN for more sample pages
The one ten that is left over
is combined with the 5 ones.
The 15 ones can be divided
into 2 groups
(7 in each group with 1 left over).
Lesson 52
2 of 5
Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient with
regrouping and remainders
© 2009 All Rights Reserved
Check each answer with multiplication.
LESSON PLANS & MANIPULATIVES
See the sample directory on the back of the disk booklet for a typical list of files on the CD.
You can move any of the files to your computer - you need about 150 mb of space per grade.
Please explore the additional resources we have provided on the CD.
The 13 tens can be divided into 2 groups
(6 in each group with 1 left over).
6 7 r1
2 135
-12
15
-14
1
1
FILES ON THE DISK
We combine the one hundred with the 3 tens
and think of them as 13 tens.
2 135
We added a few extra screens of material to explain some concepts more thoroughly.
These are clearly marked BONUS LESSON. Please review lessons before class to avoid surprises.
We included the entire Teacher Edition in a PDF file if you want to prepare your lessons at home.
This PDF file can be viewed on the screen but printing is restricted. Please order a Teacher
Edition if you need a printed copy. Printable files for the manipulatives are in a separate folder.
© 2009 All Rights Reserved
236
4 944
-8
14
-12
24
-2 4
0
2
3
3 1 9 2
4
4 1 3 8
x
236
x 4
944
5
5 1 8 0
x
2 1 7 1
x
x
Lesson 52
of 5
Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient with
regrouping and remainders
© 2009 All Rights Reserved
Check each answer with multiplication.
1
236
4 944
-8
14
-12
24
-2 4
0
236
x 4
944
2
6
3 1 9
-1 8
1
-1
x
4
2
2
2
0
64
3
192
3
3
4 1 3
-1 2
1
-1
x
4 r2
8
8
6
2
34
4
136
+ 2
138
4
3
5 1 8
-1 5
3
-3
x
6
0
0
0
0
36
5
180
5
8
2 1 7
-1 6
1
-1
x
5 r1
1
1
0
1
85
2
170
+ 1
171
Lesson 23
of 5
Recognizing and adding pennies and using the cents symbol
© 2009 All Rights Reserved
A penny is worth 1¢.
We use a cent symbol (¢) when we write the value of a coin.
This helps people to know we are describing money.
front
President
Lincoln
back
copper
color
heads
building
tails
Lesson 23
2 of 5
Recognizing and adding pennies and using the cents symbol
© 2009 All Rights Reserved
Four new pennies show scenes in the life of President Lincoln on the back.
They are still worth 1¢.
¢.
The front is the same.
Lesson 23 of 5
Recognizing and adding pennies and using the cents symbol
Trace the numerals 0 to 9.
© 2009 All Rights Reserved
Lesson 105 of 6
Observing change and determining the order of events
Greg is washing dishes. Which of these pictures comes first?
This picture comes first.
The dishes are dirty.
© 2009 All Rights Reserved
Lesson 154 1 of 3
Using the dollar symbol and decimal
Recognizing dollar coins and bills
© 2009 All Rights Reserved
Money amounts up to 99 cents are written with the cent symbol (¢).
When you get to 100 cents the amount is written with a dollar symbol ($).
The dollar symbol goes in front.
The decimal point separates dollars from cents.
We have both dollar coins and bills.
Most people use dollar bills.
Dollar Bills
Dollar Coins
dollar
symbol
$1.00
decimal
Lesson 10
1 of 8
Reasoning using overlapping figures
5
For the square on the left, the 4 is
inside the square and the 5 is outside.
4
4
3
2
© 2009 All Rights Reserved
7
For this rectangle and circle, the 4 is outside
the rectangle and outside the circle. The 7 is
outside the rectangle and inside the circle.
Which number is inside the circle and inside the rectangle?
Which number is inside the rectangle and outside the circle?
Lesson 10
of 8
Reasoning using overlapping figures
5
For the square on the left, the 4 is
inside the square and the 5 is outside.
4
4
3
2
© 2009 All Rights Reserved
7
For this rectangle and circle, the 4 is outside
the rectangle and outside the circle. The 7 is
outside the rectangle and inside the circle.
Which number is inside the circle and inside the rectangle?
2
Which number is inside the rectangle and outside the circle?
3
Lesson 65 of 5
Telling time before the hour
Learning that 1 hour = 60 minutes
© 2009 All Rights Reserved
It is 45 minutes after 6 o'clock.
How many minutes is it before 7 o'clock?
There are several ways this problem can be solved:
1. There are 60 minutes in one hour.
Subtract the 45 minutes after the hour from 60.
60 - 45 = 15
2. On a circular (analog) clock you can count the minute marks.
You can count clockwise up to the 12, or
count back from the top to the minute hand.
This shows it is 15 minutes before 7 o'clock.
Use the method that is easiest for you.
Lesson 65 of 5
Telling time before the hour
Learning that 1 hour = 60 minutes
1
© 2009 All Rights Reserved
2
3
It is ____ minutes
It is ____ minutes
It is ____ minutes
before ____ o'clock.
before ____ o'clock.
before ____ o'clock.
Lesson 65 of 5
Telling time before the hour
Learning that 1 hour = 60 minutes
1
© 2009 All Rights Reserved
2
5 10
60
-21
39
3
5 10
60
-25
35
5 10
60
-36
24
3 9 minutes
It is ____
3 5 minutes
It is ____
2 4 minutes
It is ____
3 o'clock.
before ____
9 o'clock.
before ____
1 0 o'clock.
before ____
Lesson 15 of 7
Evaluating information to see if it is sufficient to answer the question
Read each problem.
Decide if you have enough information
to answer the question.
Fred has 2 cats and a dog. Mary has birds and dogs.
How many more dogs does Mary have than Fred?
A. enough information
B. not enough information
The answer is B, because the problem
does not state how many dogs Mary has.
© 2009 All Rights Reserved
Lesson 16 of 6
Recognizing coins
Learning change equivalents
© 2009 All Rights Reserved
Basic Fact Practice
8
+ 3
4
+ 6
6
+ 6
7
+ 7
9
+ 2
9
+ 6
6
+ 5
4
+ 9
4
+ 7
7
+ 5
9
+ 9
8
+ 6
8
+ 7
1
+ 9
7
+ 4
5
+ 8
Lesson 16 of 6
Recognizing coins
Learning change equivalents
© 2009 All Rights Reserved
Basic Fact Practice
8
+ 3
11
4
+ 6
10
6
+ 6
12
7
+ 7
14
9
+ 2
11
9
+ 6
15
6
+ 5
11
4
+ 9
13
4
+ 7
11
7
+ 5
12
9
+ 9
18
8
+ 6
14
8
+ 7
15
1
+ 9
10
7
+ 4
11
5
+ 8
13
Lesson 67 of 7
Adding three numbers where the sum of a single place is greater than 19 and less than 30
1
2
18
7
+ 9
34
2
18 + 7 + 9 = 34
+
+
18 ones plus 7 ones plus 9 ones
equals 34 ones or 3 tens and 4 ones.
=
6 tens plus 8 tens plus 7 tens equals 21 tens or 2 hundreds and 1 ten.
2
60
80
+73
213
60
+
+
80
+
73
+
=
213
=
© 2009 All Rights Reserved
Lesson 122 of 5
Changing an inequity to an equation (≠ to =) by moving values in the number statement
© 2009 All Rights Reserved
Which box could you move to balance the scale?
1
7
7
5
6
3
≠
7
6
3
≠
7
7
=
Step 1
7+7+5≠6+3
Move the 7 to the other side.
Still 7+ 5 ≠ 6 + 3 + 7.
The scale does not balance.
7
5
5
6
3
Step 2
Move the 5 to the other side.
7+ 7 = 5 + 6 + 3.
The scale balances.
Lesson 122 of 5
Changing an inequity to an equation (≠ to =) by moving values in the number statement
© 2009 All Rights Reserved
In these problems which number can be moved to change the ≠ to = ?
Write the number sentence represented by the model.
Determine the the number that needs to move so the ≠ can change to =,
circle it and write the new number sentence.
2
5
8
3
6
4
≠
3
2
2
1
≠
4
7
2
Lesson 122 of 5
Changing an inequity to an equation (≠ to =) by moving values in the number statement
© 2009 All Rights Reserved
In these problems which number can be moved to change the ≠ to = ?
Write the number sentence represented by the model.
Determine the the number that needs to move so the ≠ can change to =,
circle it and write the new number sentence.
2
3
5
8
6
4
3
4
2
2
1
2
7
=
16
=
10
5+8+3≠6+4
13
13
5+8=6+4+3
5
13
2+2+1≠4+7+2
9
9
4+2+2+1=7+2
Lesson 141 of 6
Recognizing faces, edges and vertices of polyhedrons
© 2009 All Rights Reserved
The different polygons you have been seeing so far this year have 2 dimensions:
length and width. You might say they are flat, or lie on a surface.
The figures below are called solid. They have 3 dimensions: length, width, and height.
You've seen the rectangular prism, cube, cylinder and sphere - they rise "above" a surface.
The dotted lines help you see the hidden sides of each figure.
rectangular prism
triangular prism
triangular pyramid
cube
rectangular pyramid
square pyramid
Lesson 141 of 6
Recognizing faces, edges and vertices of polyhedrons
© 2009 All Rights Reserved
The names of these figures are created by taking a description of the base or an end
(rectangle, square, triangle) and combining it with a description of the shape (pyramid, prism).
Edge
Th
slice is
trian is a
gle
Vertex
Apex
Rectangle
Rectangle
triangular prism
square pyramid
rectangular pyramid
A pyramid has an apex (point, vertex) at the top, opposite the base
A prism has the same cross section from one end to the other.
If you cut a slice through a prism, the shape of the slice is the shape of the prism’s name.
Bonus Lesson Page
Lesson 141 of 6
Recognizing faces, edges and vertices of polyhedrons
Edge
Th
slice is
trian is a
gle
Rectangle
triangular prism
If we stand the shape on end,
now you can see why this is called a triangular prism
and not a rectangular prism.
Bonus Lesson Page
© 2009 All Rights Reserved
Lesson 141 of 6
Recognizing faces, edges and vertices of polyhedrons
rectangular prism
triangular prism
triangular pyramid
© 2009 All Rights Reserved
cube
rectangular pyramid
square pyramid
Record the number of faces, edges and vertices for each of these figures:
rectangular
prism
faces
edges
vertices
triangular
prism
triangular
pyramid
cube
rectangular
pyramid
square
pyramid
Lesson 141 of 6
Recognizing faces, edges and vertices of polyhedrons
rectangular prism
triangular prism
triangular pyramid
© 2009 All Rights Reserved
cube
rectangular pyramid
square pyramid
Record the number of faces, edges and vertices for each of these figures:
rectangular
prism
triangular
prism
triangular
pyramid
cube
rectangular
pyramid
square
pyramid
faces
6
5
4
6
5
5
edges
12
9
6
12
8
8
8
6
4
8
5
5
vertices
Lesson 148 of 5
Determining equivalent fractions using models
© 2009 All Rights Reserved
Write the fraction that represents the shaded portion of each rectangle.
1
=
4
1
2
2
=
5
=
3
=
6
=
=
Each of the rectangles is the same size and even though they are divided differently,
the portion that is shaded is equal to one-half for each one.
3
6
=
1
2
This can be verified. What is 6 divided into 2 equal parts?
6 ÷ 2 = 3. There should be 3 sixths in each of the parts.
Does each shaded part look like it is the same size?
Lesson 148 of 5
Determining equivalent fractions using models
© 2009 All Rights Reserved
Write the fraction that represents the shaded portion of each rectangle.
1
=
1
2
=
2
4
4
2
=
3
6
=
4
8
5
3
=
5
10
=
6
12
6
Each of the rectangles is the same size and even though they are divided differently,
the portion that is shaded is equal to one-half for each one.
3
6
=
1
2
This can be verified. What is 6 divided into 2 equal parts?
6 ÷ 2 = 3. There should be 3 sixths in each of the parts.
Does each shaded part look like it is the same size?
yes
Lesson 4
of 6
Using deductive reasoning to solve a story problem
1
© 2009 All Rights Reserved
Haley, Jared and Aaron ran in a race.
Haley finished between Jared and Aaron.
Jared wasn't first.
In what order did they finish the race?
From the second sentence we know that Haley came in second.
1st
2nd
Haley
3rd
From the third sentence we know that Jared wasn't first, so he must have been last.
Therefore, Aaron must have been first.
1st
2nd
3rd
Lesson 4
of 6
Using deductive reasoning to solve a story problem
1
© 2009 All Rights Reserved
Haley, Jared and Aaron ran in a race.
Haley finished between Jared and Aaron.
Jared wasn't first.
In what order did they finish the race?
From the second sentence we know that Haley came in second.
1st
2nd
Haley
3rd
From the third sentence we know that Jared wasn't first, so he must have been last.
Therefore, Aaron must have been first.
1st
Aaron
2nd
Haley
3rd
Jared
Lesson 4
of 6
Using deductive reasoning to solve a story problem
3
© 2009 All Rights Reserved
Stefi, Veronika and Milena play basketball.
Stefi is taller than Veronika.
Milena is shorter than Stefi.
Who is the tallest?
Drawing lines is a helpful way to keep track of the comparisons.
The second sentence tells us that Stefi is taller than Veronika.
Draw a line for Stefi that is longer (higher) than Veronika’s line.
Stefi
Veronika
Milena
The third sentence tells us that Milena is shorter than Stefi.
Draw a line for Milena that is shorter than Stefi’s line.
Stefi
Veronika
Milena
Bonus
Lesson
Page
Lesson 4 of 6
Using deductive reasoning to solve a story problem
3
© 2009 All Rights Reserved
Stefi, Veronika and Milena play basketball.
Stefi is taller than Veronika.
Milena is shorter than Stefi.
Who is the tallest?
Drawing lines is a helpful way to keep track of the comparisons.
The second sentence tells us that Stefi is taller than Veronika.
Draw a line for Stefi that is longer (higher) than Veronika’s line.
Stefi
Veronika
Bonus
Lesson
Page
Milena
The third sentence tells us that Milena is shorter than Stefi.
Draw a line for Milena that is shorter than Stefi’s line.
We know Stefi is tallest but we
do not yet know who is shortest.
If the problem had said Milena is
shorter than Veronika then we
Stefi
Veronika
Milena
would know who is shortest.
Lesson 20 of 10
Interpreting information from bar graphs and picture graphs
1
Reading Chart
Minutes
40
30
According to the reading chart,
which two children read the
same number of minutes?
20
10
0
How many minutes did
Tyson and Emma read?
rlo son ma yla an
Ca Ty Em Ka Jord
How many more minutes
will Carlo have to read to
catch up with Kayla?
© 2009 All Rights Reserved
Lesson 20 of 10
Interpreting information from bar graphs and picture graphs
© 2009 All Rights Reserved
1
Reading Chart
Minutes
40
30
20
10
0
n
a an
ma yl
so
Ca Ty Em Ka Jord
rlo
How many minutes did
Tyson and Emma read?
30
+ 25
55
According to the reading chart,
which two children read the
same number of minutes?
Carlo
and Jordan
How many more minutes
will Carlo have to read to
catch up with Kayla?
15 minutes
35
- 20
15
55 minutes
Lesson 64 of 4
Measuring vertical and horizontal lines by subtracting X- and Y-coordinates
Looking at the graph on the right, what is the
distance between each of the following points? 6
1
5
3
The distance from A to B is _____.
4
2
3
4
R
A
2
1
The distance from R to S is _____.
0
5
S
B
C
3
The distance from C to D is _____.
The distance from U to R is _____.
© 2009 All Rights Reserved
T
U
D
1 2
3 4 5
6 7 8 9
The distance from S to T is _____.
Can you see a relationship between the values for x and y and the distance between
the points?
Lesson 64 of 4
Measuring vertical and horizontal lines by subtracting X- and Y-coordinates
Looking at the graph on the right, what is the
distance between each of the following points? 6
1
5
3
The distance from A to B is _____.
4
2
3
4
R
A
2
1
2
The distance from R to S is _____.
0
5
S
B
C
3
4
The distance from C to D is _____.
5
The distance from U to R is _____.
© 2009 All Rights Reserved
T
U
D
1 2
3 4 5
6 7 8 9
3
The distance from S to T is _____.
Can you see a relationship between the values for x and y and the distance between
the points?
Lesson 52 of 6
Dividing decimal numbers by whole numbers
Converting percents to decimal numbers
© 2009 All Rights Reserved
two point five four eight
divided by four
1
7.8 4
2 1 5.6 8
-1 4
16
-1 6
08
-8
0
7.8 4
x
2
1 5.6 8
2
point nine six
divided by sixteen
3
x
one point two six
divided by three
4
x
x
Lesson 52 of 6
Dividing decimal numbers by whole numbers
Converting percents to decimal numbers
© 2009 All Rights Reserved
two point five four eight
divided by four
1
7.8 4
2 1 5.6 8
-1 4
16
-1 6
08
-8
0
7.8 4
x
2
1 5.6 8
2
point nine six
divided by sixteen
3
4
2.5 4 8
x
one point two six
divided by three
4
16 .9 6
x
3
1.2 6
x
Lesson 52 of 6
Dividing decimal numbers by whole numbers
Converting percents to decimal numbers
© 2009 All Rights Reserved
two point five four eight
divided by four
1
7.8 4
2 1 5.6 8
-1 4
16
-1 6
08
-8
0
7.8 4
x
2
1 5.6 8
2
.6
4 2.5
-2 4
1
-1
3 7
4 8
4
2
2 8
-2 8
0
.6 3 7
x
4
2.5 4 8
point nine six
divided by sixteen
3
.0 6
16 .9 6
-9 6
0
1 6
x. 0 6
.9 6
one point two six
divided by three
4
.4
3 1.2
-1 2
0
-
2
6
6
6
0
.4 2
x
3
1.2 6