A Visit to Washington, D.C. - Everyday Math - Login€¦ · There are many interesting things to do in Washington, D.C. The facts below will help you plan your visit. The White House

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82 Unit 2 Using Numbers and Organizing Data

Advance PreparationFor Part 1, copy and cut apart Math Masters, page 38. Place these sheets near the Math Message.

Before starting the lesson, read about the World Tour Project on page 266 in the Student Reference Book.

Teacher’s Reference Manual, Grades 4–6 pp. 13, 57–59

A Visit to Washington, D.C.

Objectives To review examples of the various ways in which

numbers are used; and to introduce the World Tour Project.

Key Concepts and Skills• Use numbers written in number-word

notation.

[Number and Numeration Goal 1]

• Compare uses of estimates and

exact counts.

[Operations and Computation Goal 6]

• Locate points on a letter-number

coordinate map.

[Measurement and Reference Frames Goal 4]

• Extend numerical patterns.

[Patterns, Functions, and Algebra Goal 1]

Key ActivitiesStudents start the yearlong World Tour

Project by traveling from their hometown to

Washington, D.C. They identify uses of

numbers in the tourist information on

Washington, D.C., provided in the Student

Reference Book.

Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Operations and Computation Goal 1]

Ongoing Assessment: Informing Instruction See page 85.

MaterialsMath Journal 1, pp. 28, 172, and 173

Student Reference Book, pp. 2 and 267–270

Math Masters, p. 38

straightedge � slate

Playing Polygon Pair-UpStudent Reference Book, p. 258

Math Masters, pp. 496 and 497

scissors

Students practice identifying properties

of polygons.

Math Boxes 2�1Math Journal 1, p. 29

Students practice and maintain skills

through Math Box problems.

Study Link 2�1Math Masters, p. 39

Students practice and maintain skills

through Study Link activities.

READINESS

Solving Frames-and-Arrows ProblemsMath Masters, p. 40

Students explore using rules to find

linear intervals.

ENRICHMENTFinding Missing NumbersMath Masters, p. 41

Students find missing numbers on a number

line using intervals.

EXTRA PRACTICE

Solving Frames-and-Arrows ProblemsMath Masters, p. 393

Students practice extending

numerical patterns.

ELL SUPPORTSharing Country InformationMath Journal 1, pp. 172 and 173

Students look at a world map and share

interesting things about other countries.

Teaching the Lesson Ongoing Learning & Practice

132

4

Differentiation Options

��

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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Lesson 2�1 83

Getting Started

Math Message Complete Math Masters, page 38.

Mental Math and Reflexes Pose extended addition-fact problems. Suggestions:

2 + 7 = 9 4 + 9 = 13 500 + 700 = 1,200

20 + 70 = 90 40 + 90 = 130 5,000 + 7,000 = 12,000

200 + 700 = 900 400 + 900 = 1,300 50,000 + 70,000 = 120,000

�

Ongoing Assessment: Mental Math

and Reflexes�Recognizing Student Achievement

Use Mental Math and Reflexes to assess students’ automaticity with extended

addition facts. Students are making adequate progress if they can solve the

and problems. Some students may be able to solve the

problems, which do not include a basic fact prompt.

[Operations and Computation Goal 1]

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITY

(Student Reference Book, p. 2; Math Masters, p. 38)

Direct students to the “Uses of Numbers” essay on page 2 in the Student Reference Book. Discuss the five categories of uses of numbers and write them on the board.

Then have students work in small groups to match their Math Message answers to the five categories. 1. count, 2. identification and code, 3. reference system, 4. measure, 5. reference system, 6. compare, 7. Answers vary.

Copyright ©

Wright G

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LESSON

2�1

Name Date Time

Uses of Numbers

Answer the following questions:

1. How many students are in your class?

2. What is your mailing address?

3. In what year were you born?

4. About how long do you have to eat lunch at school?

5. What time does school start?

6. About how many times older than you is your principal?

7. Write and answer a question that has a number for an answer.

minutes

students2

Answers vary.

Math Masters, page 38

Whole Numbers

Situation Reference System

The first U.S. Census counted 3,929,326 people.

The population of Copper Canyon is 889.

Alice swam the length of the pool in 37.4 seconds.

The package is 25 inches long and weighs 3 1 _ 4 pounds.

Normal room temperature is 21˚C.

Jan was born on May 25, 1998.

The time is 6:19 P.M.

Detroit is located at 42˚N and 83˚W.

Celsius temperature scale

Calendar

Clock time

Earth’s latitude and longitude system

There were 3 times as many boysas girls at the game.

The cat weighs as much as the dog.

driver’s license number: M286-423-2061

ZIP code: 60637 phone number: (709) 555-1212

Uses of Numbers

It is hard to live even one day without using or thinking about numbers. Numbers are used on clocks, calendars, car license plates, rulers, scales, and so on. The major ways that numbers are used are listed below.

♦ Numbers are used for counting.

♦ Numbers are used for measuring.

♦ Numbers are used to show where something is in a reference system.

♦ Numbers are used to compare counts or measures.

♦ Numbers are used for identification and as codes.

The first product with a

bar code was scanned

at a check-out counter

in 1974. It was a 10-pack

of Wrigley’s Juicy Fruit

chewing gum.

Student Reference Book, p. 2

Student Page

Interactive whiteboard-ready

ePresentations are available at

www.everydaymathonline.com to

help you teach the lesson.

NOTE To review Fahrenheit

and Celsius temperatures, see

www.everydaymathonline.com.

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� Introducing the World WHOLE-CLASS ACTIVITY

Tour Project(Math Journal 1, pp. 172 and 173)

Social Studies Link Tell students that for the entire school year they will be embarking on an imaginary tour of the

world. In the course of their travels, students will learn about the countries they visit and the people who live there. They will collect and examine numerical data (with uses such as those discussed in the Math Message Follow-Up) about the countries they visit. Students may use reference books to find this information, but their primary source will be the World Tour section of the Student Reference Book.

Look over the World Tour section with students. It includes detailed information about 50 countries. The map on pages 172 and 173 of Math Journal 1 shows the locations of these countries and their capitals. (Additional countries are named, but their capitals are not shown.) During the World Tour, students’ travels will be limited to these 50 countries.

Tell students that they will first travel from their hometown to Washington, D.C. Ask students to find the approximate location of their hometown on the Route Map on journal pages 172 and 173, mark it with a dot, and then draw a straight line from the dot to Washington, D.C.

Date Time

New Zealand

United States

Cuba

Costa RicaEl Salvador

Guatemala

Haiti

Jamaica

Mexico

Panama

Argentina

Bolivia

Brazil

Chile

Colombia

Ecuador

Paraguay

Peru

Uruguay

Venezuela

Canada

Greenland

Russia

4,566

10,526

4,698

7,753

6,942

Budapest

Brasília

Air Distances (in miles)

Be

ijin

g

Bra

sília

Bu

da

pe

st

Ca

iro

Me

xic

o C

ity

Cairo

Mexico City

Washington, D.C.

6,140

4,247

4,212

1,363

6,458

4,579

6,007

7,700

5,822 1,885

Capital Cities

Route Map

Math Journal 1, pp. 172 and 173

Student Pages


Student Page

Date Time

Greece

Angola

South

Africa

Zimbabwe

Senegal

Morocco

Liberi a

KenyaGhana

Ethiopia

EgyptAlgeria

Vietnam

Turkey

Thailand

Russi a

Japan

IranIraq

India

Chin a

Bangladesh

Australi a

FranceHungary

Italy

Netherlands

Norway

Poland

Spai n

UnitedKingdom

Iceland

Libya

Chad

Nigeria

Democrati c

Republic of

Congo

Sudan

Mali Niger

SaudiArabi a

Pakistan

Ukraine

Sweden

Finland

Kazakhstan

Mongolia

Philippines

NamibiaMadagascar

Tanzani a

Indonesi a

Borneo

Papua

Ne w

Guinea

Mauritani a

Portugal

Germany

ItineraryWashington, D. C., to Cairo, Egypt

Cairo to Budapest, Hungary

Budapest to Brasília, Brazil

Brasília to Beijing, China

Beijing to Mexico City, Mexico

Mexico City to Washington, D. C.

World Tour

Washington, D.C. Facts

Washington, D.C., is the capital of the United States of America. The capital is where our country’s laws are made. It is also where our president lives.

Washington, D.C., has been the capital of the United States since 1800. Before that, the capital was in Philadelphia, Pennsylvania. The capital city was named “Washington, the District of Columbia” in honor of George Washington and Christopher Columbus. “District of Columbia” is usually abbreviated as D.C.

Washington, D.C., has an area of 68 square miles. With a population of about 600,000 people, more people live in our capital city than in the state of Wyoming!

There are many interesting things to do in Washington, D.C. The facts below will help you plan your visit.

The White House Every U.S. president except George Washington has lived here. The White House sits on 18 acres of land. It has 132 rooms, five of which can be seen on a 20-minute public tour. Every year more than 1,500,000 people tour the White House. Web site: http://www.whitehouse.gov

Average High/Low Temperatures (˚F) Average Precipitation (in.)

Month High Low Month Precipitation

Jan 42 25 Jan 3.1

Feb 46 28 Feb 2.7

Mar 55 35 Mar 3.6

Apr 66 43 Apr 3.0

May 75 53 May 4.0

Jun 83 62 Jun 3.6

Jul 88 67 Jul 3.6

Aug 86 66 Aug 3.6

Sep 79 59 Sep 3.8

Oct 68 46 Oct 3.3

Nov 57 37 Nov 3.2

Dec 46 29 Dec 3.1

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� Examining Numerical WHOLE-CLASS ACTIVITY

Information about Washington, D.C.(Student Reference Book, pp. 2 and 267–270)

Use the numerical data about Washington, D.C., shown on pages 267–270 in the Student Reference Book to illustrate uses of numbers. Refer to the five categories on the board and ask students to find examples for each category.

● Find examples of numbers that are used to count things. Sample answers: The White House has 132 rooms. More than 1,500,000 people tour the White House every year. On an average weekday, about 500,000 people ride the Washington Metrorail electric trains. Abraham Lincoln was the 16th U.S. president. There are 78 Metrorail Stations in the Washington area.

Ongoing Assessment: Informing InstructionWatch for students who think that certain numbers, such as the total length of

the bookshelves in the Library of Congress (535 miles), are counts rather than

measurements. Discuss that the unit miles refers to a specific unit of

measurement.

● Which of the numbers listed so far are exact counts? Sample answers: The number of rooms in the White House; the number of Metrorail stations

● Which of the numbers listed are estimates? Sample answers: The population of Washington, D.C.; the number of comic books in the Library of Congress

● Why are estimates more appropriate for some of the counts than exact numbers? For example, why isn’t it possible to give the exact population of Washington, D.C.? The count changes daily because of births, deaths, and people moving in or out of the city.

● Why is it not possible to give the exact attendance at a museum? Would such a figure be useful? Answers vary.

● Do you think it is possible to count how many people rode the Washington Metrorail in 2000? Why? Answers vary.

● Find examples of measurements. Sample answers: The length of the giant squid in the Museum of Natural History; the weight of the iron dome in the Capitol Building; the average monthly amounts of rainfall; the number of carats in the Hope Diamond

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ELL

Lesson 2�1 85

Washington, D.C. Facts

World Tour

Washington MonumentThis 555-foot-tall monument was built to honor George Washington, the first president of the United States. It is one of the tallest masonry structures in the world. You can take an elevator to a viewing area at the 500-foot level. The monument’s cornerstone was laid in 1848, but building was interrupted by the Civil War (1861–1865). Construction workers started building again in 1880 and completed it in 1884. The Washington Monument receives more than 800,000 visitors each year. Web site: http://www.nps.gov/wamo

Jefferson MemorialThis memorial was built in honor of Thomas Jefferson. Jefferson was the third president of the United States and the author of the Declaration of Independence. The memorial was dedicated in 1943, exactly 200 years after Jefferson was born. Inside the memorial, a statue of Jefferson stands 19 feet tall. Web site: http://www.nps.gov/thje/home.htm

Lincoln MemorialThis memorial was built in 1922 in honor of Abraham Lincoln. Lincoln was the 16th U.S. president. Inside the memorial is a 19-foot-high statue of Lincoln seated in a large armchair. The statue is made of 28 blocks of white marble from the state of Georgia. Web site: http://www.nps.gov/linc/home.htm

Washington Metrorail This system of underground electric trains opened in 1976. There are 83 stations in the Washington area; some are decorated with beautiful artwork. They are connected by more than 103 miles of train lines. On an average weekday, about 500,000 people ride the Metro trains. Web site: http://www.wmata.com



Student Page

World Tour

The United States CapitolThe Capitol Building is where the senators and representatives in Congress meet to make laws. George Washington laid its cornerstone in 1793. The building’s cast iron dome weighs 9 million pounds. Brass doors that weigh 10 tons lead to the rotunda, which is 180 feet high and 96 feet in diameter. Web site: http://www.aoc.gov

Library of CongressThe Library of Congress is the world’s largest library. It contains more than 128 million items in 450 languages. It has about 535 miles of bookshelves. The Library is composed of three buildings. One of these, the James Madison Building, encloses an area greater than 35 football fields. The Library has more than 18 million books, 12 million photographs, 3 million sound recordings, and 5 million maps. It also has about 125,000 telephone books and 100,000 comic books. The Library of Congress collection grows by more than 10,000 items every day. Web site: http://www.loc.gov

National Museum of Natural HistoryExhibits in the National Museum of Natural History include an 8-ton African bull elephant, the 45.5-carat Hope Diamond, a 360 million-year-old fossilized fish, a 90-foot-long skeleton of a diplodocus, a 30-foot-long giant squid, moon rocks, a mural of a 3.5 billion-year-old shoreline, and a life-size 92-foot model of a blue whale. The Insect Zoo has live insects as well as scorpions and tarantulas. In the Discovery Room, you can try on costumes from around the world. The museum is part of the Smithsonian Institution. Web site: http://www.mnh.si.edu

National Air and Space MuseumThe National Air and Space Museum is the most popular museum in the world. Every year more than 10 million people visit it. Its collection includes the Wright Flyer, which is the original plane flown by the Wright brothers at Kitty Hawk, North Carolina, in 1903. It also includes the Spirit of St. Louis, the plane in which Charles Lindbergh made the first nonstop flight across the Atlantic in 1927. Columbia, the Apollo 11 command module that brought back the first men to walk on the moon in 1969, is also on display.



Student Page



Adjusting the Activity

● Find examples of codes. Sample answers: The number codes for the various Washington sites shown on the map on Student Reference Book, page 270; the number 11 in the name of the Apollo command module can be either a count or a code—it stands for the 11th Apollo mission, but it is also part of the name of the mission.

● Find examples of reference frames. Sample answers: For temperatures above and below zero; for dates B.C. and A.D.; for locating points on the National Mall map

Ask students to locate a few sites on the National Mall map using the map coordinates and the number codes displayed in the map key. For example, the White House can be found in region A-3, and its code is 1. To support English language learners, clarify the meaning of mall in this context.

� Finding and Using SMALL-GROUP ACTIVITY

Numerical Information about Washington, D.C.(Math Journal 1, p. 28; Student Reference Book, pp. 267–269)

Have students use Student Reference Book, pages 267–269 to complete journal page 28.

For Problem 4, have students provide additional reference points by

locating the years halfway between the given years. Encourage students to think in

terms of the Frames-and-Arrows problems they have solved since First Grade

Everyday Mathematics to find the additional dates.

Rule

+25 2000195019001850 1875 1925 1975

Ask students to explain how they found the rule. Sample answer: There are

50 years between 1850 and 1900. There are 2 jumps between 1850 and 1900. If

I divide the 50 years by the 2 jumps, then each jump must be 25 years. So the

rule is +25. Have students record the years halfway between the given dates

below the timeline on journal page 28.

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

Pose questions using the dates in Problem 4 of journal page 28. Encourage students to use the timeline at the bottom of the journal page to help them calculate the answers. Suggestions:

● How soon after the first landing on the moon was the Metrorail opened? 7 years

● How much older is the Lincoln Memorial than the Jefferson Memorial? 21 years older

● How many years after the first flight across the Atlantic was the first landing on the moon? 42 years

A Visit to Washington, D.C.LESSON

2�1

Date Time

Refer to pages 267–269 in your Student Reference Book.

1. About how many people tour the White House every year?

Check the best answer.

between 100 thousand and 1 million between 1 million and 10 million

between 10 million and 100 million between 100 million and 1 billion

2. About how many people ride the Washington Metrorail on an average weekday?

Check the best answer.

between 100 thousand and 1 million between 1 million and 10 million

between 10 million and 100 million between 100 million and 1 billion

3. The Library of Congress adds about items each day. About how many

days does it take to add 50,000 items to the Library of Congress?

4. Write the year that each event happened. Then draw a dot for each event

on the timeline below. Label the dot with the correct letter and date.

A The year the Metrorail opened

B The year of the flight of the Flyer

C The year the Washington Monument was completed

D The year the Lincoln Memorial was dedicated

E The year of the first nonstop flight across the Atlantic

F The year the Jefferson Memorial was dedicated

G The year of the first landing on the moon 19691943

19271922

188419031976

10,000

✓

✓

A

1976

1850 1900 1950 2000

1884

1903

1922

1927

1943

1969

FEDBC G

267–269

About 5 days

Math Journal 1, p. 28

Student Page


Student PageWorld Tour

Map

of

the N

ati

on

al

Mall

in

Wash

ingto

n,

D.C

.

Adjusting the ActivityHave students use the map scale

(1 inch = 1

_ 4 mile) on Student Reference

Book, page 270 to estimate the distances

between attractions on the National Mall

and to plot a course to see all of the attrac-

tions while walking the shortest distance.

AUDITORY � KINESTHETIC � TACTILE � VISUAL


2 Ongoing Learning & Practice

� Playing Polygon Pair-Up PARTNER ACTIVITY

(Student Reference Book, p. 258; Math Masters, pp. 496 and 497)

Students play Polygon Pair-Up to practice identifying properties of polygons. See Lesson 1-6 for additional information.

� Math Boxes 2�1 INDEPENDENTACTIVITY

(Math Journal 1, p. 29)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 2-3. The skills in Problems 5 and 6 preview Unit 3 content.

Writing/Reasoning Have students write a response to the following: Look at Problem 5. About how many days longer can the giant tortoise live than the elephant? 26,280 days

How many hours? 630,720 hours Explain what you did to find your answers. Sample answer: There are about 365 days in a year, so 72 × 365 = 26,280 days. There are 24 hours in a day, so 26,280 × 24 = 630,720 hours.

� Study Link 2�1 INDEPENDENTACTIVITY

(Math Masters, p. 39)

Home Connection Students begin to look for numbers for a Numbers and Their Uses Museum. They should continue to collect numbers throughout the unit and add them to the museum.

Math Boxes LESSON

2�1

Date Time

4. I am a 2-dimensional figure.

I have two pairs of parallel sides.

All my angles have the same measure.

All my sides are the same length.

What am I?

Use your Geometry Template to draw me.

square

1. Add mentally.

a. 3 � 5 �

b. 30 � 50 �

c. 300 � 500 �

d. � 9 � 7

e. � 90 � 70

f. � 900 � 700 1,600

160

16

800

80

82. What is the value of the digit 5

in 560?

What is the value of the digit 7

in the numbers below?

a. 474

b. 70,158

c. 187,943

d. 2,731,008 700,000

7,000

70,000

70

500

3. Circle the pair of concentric circles.

5. A giant tortoise can live for about 150 years.

An elephant can live for about 78 years.

About how much longer can a giant

tortoise live than an elephant? Fill in the

circle next to the best answer.

A 88 years

B 238 years

C 72 years

D 228 years

6. Multiply mentally.

a. 2 � 1 �

b. � 5 � 0

c. � 5 � 2

d. 5 � 4 �

e. 3 � 10 � 30

20

10

0

2

10 11 4

100

178 16

Math Journal 1, p. 29

Student Page

Lesson 2�1 87

STUDY LINK

2�1 Numbers Everywhere

2 3

Name Date Time

Find examples of numbers—all kinds of numbers. Look in newspapers and magazines. Look in books. Look on food packages. Ask people in your family for examples.

Write your numbers below. If an adult says you may, cut out the numbers and tape them onto the back of this page.

Be sure you write what the numbers mean.

Example: Mount Everest is 29,028 feet high. It is the world’s tallest mountain.

1. 5 � 3 � 2. � 4 � 3 3. � 10 � 2 4. 8 � 4 � 251215Practice

Math Masters, p. 39

Study Link Master



LESSON

2�1

Name Date Time

Solving Frames-and-Arrows Problems

1. On the number line below, count by 3s starting with 0. Circle every numberthat is part of the count.

2. Use the rule to fill in the missing numbers.

3. Find the rule and fill in the missing numbers.

a.

b.

4. Explain how you figured out the rule for Problem 3b.

5. Find the missing numbers.

400 450 500350 550

1,850. So doing the rule once would add 50 / 2 � 25.Sample answer: Doing the rule twice to 1,800 adds 50 to get

1,800 1,8501,825 1,9001,875

Rule

�25

100 150 200 300250

Rule

�50

9 12 15 18 21

Rule

�3

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

160 161

Try This

Math Masters, p. 40

Teaching Master

3 Differentiation Options

READINESS PARTNER ACTIVITY

� Solving Frames-and-Arrows 5–15 Min

Problems(Math Masters, p. 40)

To explore using rules to find linear intervals, have students solve a set of Frames-and-Arrows problems. Discuss how the problems are similar and different. Sample answers: All of the problems work with sequences of numbers. You can always find the missing numbers by applying the same rule over and over. Some problems are on number lines, and some are in other contexts. Have students share how they solved Problem 5.

ENRICHMENT INDEPENDENTACTIVITY

� Finding Missing Numbers 5–15 Min

(Math Masters, p. 41)

To apply students’ understanding of using intervals to find missing numbers on a number line, have them solve number-line problems. Ask students to share their strategies.

EXTRA PRACTICE INDEPENDENTACTIVITY

� Solving Frames-and-Arrows 5–15 Min

Problems(Math Masters, p. 393)

To provide practice extending numerical patterns, have students complete Frames-and-Arrows problems. Use Math Masters, page 393 to create problems to meet the needs of individual students, or have students create and solve their own problems.

ELL SUPPORT SMALL-GROUPDISCUSSION

� Sharing Country Information 5–15 Min

(Math Journal 1, pp. 172 and 173)

To provide language support for the World Tour, have students look at the world map on journal pages 172 and 173. Invite students who have lived in another country to share something about these countries. Have students locate each of these countries on the map in their journals.

Planning Ahead

Set aside space for a Numbers and Their Uses Museum.

LESSON

2�1

Name Date Time

Missing Numbers on a Number Line

Mrs. Gonzalez told her students that there is a strategy they can always use to find missingnumbers on a number line when the missing numbers are the same distance apart.

Solve the problems.

1.

2.

3.

4.

5. Describe a strategy that the students in Mrs. Gonzalez’s class might haveused to solve all of the problems on this page.

6. Create a number-line problem like the ones above. Ask a partner to solve it.

until the number line is complete.between the two numbers. Add or subtract this quotient Divide the difference by the number of spaces (not points)line. Subtract the smaller number from the larger number. Sample answer: Identify two numbers given on the number

1,614 1,666 1,718 1,770 1,8221,562 1,874

3,596 4,699 5,802 6,9052,493 8,008

292 382 472 652 742202 562

35 49 77 9121 63

Math Masters, p. 41

Teaching Master


Documents

A Visit to Washington, D.C. - Everyday Math - Login€¦ · There are many interesting things to do in Washington, D.C. The facts below will help you plan your visit. The White House