TEACHER’S GUIDE
TEACHER’S GUIDE
Suggested Internet Sources
Periodically, Internet Resources are updated on our web site at
www.LibraryVideo.com
• mathforum.org/
This Drexel University site offers a multitude of math problems, lesson
plans, math resources and a question/answer section for students and
teachers.
• mtn.merit.edu/
The Michigan Teacher Network has compiled over 20 sites, supported by
their state standards, that are designed to aid students in practicing and
teachers in instructing skills in addition and subtraction.
• www.okcps.org/lcs/etaa/index.htm
This web site, sponsored by ETAA (Educating Teachers About the Abacus),
offers information on the history and use of the abacus in classroom
teaching.
Suggested Print Sources
• Caron, Lucille. Addition and Subtraction. Enslow Publishers, Berkeley
Heights, NJ; 2001.
• Pilegard,Virginia. The Warlord’s Beads. Pelican Publishing, Gretna, LA;
2001.
• Tang, Greg. The Grapes of Math: Mind-Stretching Math Riddles.
Scholastic, New York, NY; 2004.
Mark Singer, M.S.
Curriculum Specialist, Schlessinger Media
TITLES IN THIS SERIES
• Equations
• Equivalent Fractions &
Mixed Numbers
• Fractions
• Integers
• Multiples & Factors
• Number Patterns
Teacher’s Guides Included
and Available Online at:
Program Copyright 2002 by
BBC Worldwide Limited.
BBC and Maths Challenge are trademarks of
the British Broadcasting Corporation and are
used under license.
© BBC 1996
Grades 4–6
R
TEACHER’S GUIDE
• 3-D Shapes
• Complements:
Making 100 & 1000
• Decimals
• Decimals: Adding,
Subtracting & Comparing
• Doubles & Halves
Complements: Making
100 & 1000
• Operations With Large
Numbers
• Percentages
• Rounding Numbers
• Shapes
• Zeros: Multiplying &
Dividing by 10, 100, 1000
800-843-3620
Teacher’s Guide Copyright 2004
by Schlessinger Media,
a division of Library Video Company
P.O. Box 580,Wynnewood, PA 19096
800-843-3620
All rights reserved. K6442
eview and practice of math concepts is an essential
component in maintaining prior knowledge and problemsolving skills. This series reinforces important skills taught in
grades 4–6 through the use of animated characters and an engaging storyline.
In each episode, students will become Special Agents to assist
Top Secret Agent Matt Mattics in solving two sets of math problems focusing on a core math concept. Paper and pencil need to
be ready as your students record their answers to these math
questions (between 7–16 total problems). Each question allows
students a certain time limit for answers. Students will check
their answers and score points that will qualify them as Cadet,
Secret Agent or Master Spy.
Please note that this series was produced in Great Britain,
where some terminology and phrases might be different than
in the United States. For example, the word “naught” is sometimes used for zero as in 0.2 (naught point two) and “maths”
is used for math.
Secret Mission
Vocabulary
Dr. Strangeglove has taken over the World Weather Station in the Arctic and is
using his Instant Freezamatic machine to freeze every number in the world. It
is up to Matt Mattics and his Special Agents to solve two sets of review questions on complements — numbers that, when added together, equal 100 or
1000 — in order to defrost the world’s numbers. In the first set of problems,
students must find the complement that, when added to a number, equals
100.The concept is extended in the second set of problems as students are
asked to find the complement of a number to make 1000. Understanding complements that make 100 and 1000 sharpen conceptual skills in addition and
subtraction.
The following words are included for teacher reference and for use with
students to refresh and extend the subject matter in the show.
complement — The name for a number which, when added to another,
equals (for the purpose of this show) 100 or 1000. For example, 73 + ? = 100.
27 is the complement of 73 to make 100.
addition — An operation that gives the total number when you put together
two or more numbers.
expanded form — The form of a number that is the sum of its various
place values.
inverse operations — Operations that can undo each other because they
are the opposite, or inverse of each other, like addition and subtraction. For
example, the inverse of 5 + 3 = 8 is 8 – 3 = 5.
number line — A line that shows numbers in order using a scale.
regroup — To name a number in a different way. For example, 62 is the
same as six tens and two ones.
units — The single, equal parts that make up a larger whole. For example,
ten single equal units make up the number 10.
Background Knowledge & Strategies
In order to handle this secret mission, students must have a firm understanding of the principles of addition and subtraction and know how to manipulate a number line to solve problems. Review with students the concept of
regrouping numbers into ones, tens, hundreds and thousands to demonstrate
“how many more” are needed to reach 100 or 1000. Review the concept that
addition and subtraction are inverse operations. Prepare your Special Agents
by using the following sample problems.A question and answer key follow
each sample.
Set A: Find the complement
of 100 in the following
problem: 14 + ? = 100
Set B: Find the complement
of 1000 in the following
problem: 850 + ? = 1000
Strategies:
• Regroup the numbers.
• Use a number line or other manipulative (i.e., 100 counters).
• Use a guess and check method.
• Relate complements to making
change for $1.00.
• Count aloud and model thought
process.
• Use subtraction as the inverse
operation of addition: 100 – 14 = ?
Answer: 86
Question & Answer Key for Set A
(Answers appear in bold.)
Find the complements to 100 for the
following number:
1. 85 15
2. 45 55
3. 52 48
4. 29 71
5. 76 24
6. 61 39
Strategies:
• Regroup the numbers.
• Use a number line or other manipulative (i.e., 1000 counters).
• Use a guess and check method.
• Relate complements to making
change for $100.00.
• Count aloud and model thought
process.
• Use subtraction as the inverse operation of addition: 1000 – 850 = ?
Answer: 150
Question & Answer Key for Set B
(Answers appear in bold.)
Find the complements to 1000 of the
following numbers:
1. 850 150
2. 350 650
3. 650 350
4. 120 880
5. 760 240
Follow-Up Discussion & Activities
• Discuss the different strategies used by your students to solve these math
problems.
• Using well marked beakers and two difference liquids (oil, red vinegar will
work), have small groups of students show the complement making 100 for
different amounts. For example, pour the oil into the beaker up to the 45
marker.Then, add the red vinegar up to the 100 mark on the beaker. Have
your students read the amount of red vinegar added to the beaker.This
amount — 55 — is the complement. Have your students repeat the process
with different amounts of oil.
• Organize students as a human number line.Arrange 10 students in a row
with each one an equal distance from the next. Each student can represent
a unit of 10 so that your number line would represent 0 to 100. Students on
the number line will use their ten fingers to represent the 10 units between
themselves and the next people on the number line. Have students find the
complements of 100 for several numbers by manipulating the “human”
number line.
• A natural extension of working with number complements is making
change.The web site: www.funbrain.com/cashreg/index.html offers
several games that give students practice making change at different skill
levels.
• Bring an abacus into your classroom and demonstrate addition and subtraction using this counting device. Lessons featuring the abacus as a teaching
tool can be found at:
www.pbs.org/teachersource/mathline/concepts/asia/activity1.shtm