T10 Teacher Handbook

PreK-2 3–5

Math Connects

1 Content DesignVertical content alignment is a process that ensures you and your students experience an articulated, coherent sequence of content from grade level to grade level. This provides you with the assurance that content is introduced, reinforced, and assessed at appropriate times in the series, eliminating gaps and unnecessary duplication. You are able to target your instruction to student needs because you are not teaching content intended to be covered later or that students have previously mastered.

2 Instructional DesignOur strong vertical alignment in instructional approach from PreKindergarten through Algebra 2 provides a smooth transition for students from elementary to middle school to high school. Our common vocabulary, technology, manipulatives, lesson planning, and Data-Driven Decision Making reduces the confusion students often encounter when transitioning between grade levels without this built-in articulation.

3 Visual DesignThe student pages of Math Connects have a consistent visual design from grade to grade. This aids students’ transition from elementary school to middle school and from middle school to Algebra 1. Students are more likely to succeed when they are already familiar with how to navigate student pages.

Concepts • Skills • Problem SolvingThe only true vertically aligned PreK–12 Mathematics Curriculum

Math Connects offers three dimensions of vertical alignment.

Welcome to

Ongoing Assessment System

Welcome to Math Connects T11

6–8 Pre-Algebra and Algebra 1 Geometry and Algebra 2

1 BackmappingAccording to College Board research, about 80% of students who successfully complete Algebra 1 and Geometry by 10th grade attend and succeed in college. (Changing the Odds: Factors Increasing Access to College, 1990) Math Connects was conceived and developed by backmapping with the final result in mind—student success in Algebra 1 and beyond.

2 Balanced, In-Depth ContentMath Connects was developed to specifically target the skills and topics that give students the most difficulty, such as Problem Solving, in each grade span.

Grades K–2 Grades 3–5

1. Problem Solving2. Money3. Time4. Measurement5. Fractions6. Computation

1. Problem Solving2. Fractions3. Measurement4. Decimals5. Time6. Algebra

Grades 6–8 Grades 9–12

1. Fractions2. Problem Solving3. Measurement4. Algebra5. Computation

1. Problem Solving2. Fractions3. Algebra4. Geometry5. Computation6. Probability

— K–12 Math Market Analysis Survey, Open Book Publishing, 2006

3 Ongoing AssessmentMath Connects includes diagnostic, formative, and summative assessment; data-driven instruction; intervention options; and performance tracking, as well as remediation, acceleration, and enrichment tools throughout the program.

4 Intervention and Differentiated InstructionA three-tiered Response To Intervention (RTI) is provided.

1TIERTIER

Daily Intervention Reteach masters and Alternative Strategy suggestions address concepts from a different modality or learning style.

2TIERTIER

Strategic Intervention Teachers can use the myriad of intervention tips and ancillary materials, such as the Strategic Intervention Guide (1–5) and Study Guide and Intervention (6–8).

3TIERTIER

Intensive Intervention For students who are two or more years below grade level, Math Triumphs provides step-by-step instruction, vocabulary support, and data-driven decision making to help students succeed.

5 Professional DevelopmentMath Connects includes many opportunities for teacher professional development. Additional learning opportunities in various formats—video, online, and on-site instruction—are fully aligned and articulated from Kindergarten through Algebra 2.

5 Keys to Success

T12 Teacher Handbook

The Research Base

The Research Base for

Math Connects

Program Efficacy Research

1

Continuous research with teachers, students, academician, and leading experts helps to build a solid foundation for Math Connects.

For more detailed information about our classroom research results, please consult the Math Connects Program Efficacy Research Report.

Program Development Research

• Evaluating state and local standards

• Qualitative market research

• Academic content research

The Research Base T13

for Math Connects

Perc

enta

ge C

orre

ct

Student Data from 2006–2007 Classroom Field Tests

64%

Math Connects Control

Classroom Type

Pre-Test

Post-Test

51% 50%60%

The Research Base

2

3

Formative Research

• Pedagogical research base

• Classroom field tests

• Teacher advisory boards

• Academic consultants and reviewers

Students using a field test of the Math Connects program (experimental group) had higher pre-test to post-test gains than students using other textbook programs (control group).

Summative Research

• Evidence of increased test scores

• Quasi-experimental program efficacy research

• Longitudinal studies

• Qualitative program evaluations

Access all Math Connects research at macmillanmh.com.

NCTM Focal Points

T14 Teacher Handbook

The NCTM Focal PointsIn 2006, the National Council of Teachers of Mathematics (NCTM) released the Curriculum Focal Points for Pre-Kindergarten through Grade 8 Mathematics. These Curriculum Focal Points focus on the most important mathematical topics for each grade level. The concepts are vertically-aligned and expect a level of depth, complexity, and rigor at each level. They comprise related ideas, concepts, skills, and procedures that form the foundation for understanding and lasting learning. The Focal Points emphasize depth versus breadth. The Focal Points will be addressed and highlighted throughout our PreK-8 and Pre-Algebra series.

What is the benefit to you in your classroom?These Focal Points identify content for each grade level that should be mastered in order for your students to have true mathematical understanding—being able to not only calculate the answer, but to explain the answer and how to apply the calculation. The NCTM Focal Points were used as the basis in the development of Math Connects. The authors have incorporated the Focal Points into the content to assist you in building depth of understanding.

NCTM Focal Points for Grade 4

Supporting Chapters in Math Connects

Number and Operations and Algebra

Chapters 4, 6, 7, 8

Number and Operations Chapters 13, 14, 15

Measurement Chapters 11, 12

Algebra Chapter 5

Geometry Chapters 9, 10

Measurement Chapter 9

Data Analysis Chapter 3

Number and Operations Chapters 1, 2, 8, 13

NCTM Focal Points T15

The Curriculum Focal Points identify key mathematical ideas for this grade. They are not discrete topics or a checklist to be mastered; rather, they provide a framework for the majority of instruction at a particular grade level and the foundation for future mathematics study. The complete document may be viewed at www.nctm.org/focalpoints.

G4-FP1 Number and Operations and Algebra: Developing quick recall of multiplication facts and related division facts and fluency with whole number multiplicationStudents use understandings of multiplication to develop quick recall of the basic multiplication facts and related division facts. They apply their understanding of models for multiplication (i.e., equal sized groups, arrays, area models, equal intervals on the number line), place value, and properties of operations (in particular, the distributive property) as they develop, discuss, and use efficient, accurate, and generalizable methods to multiply multidigit whole numbers. They select appropriate methods and apply them accurately to estimate products or calculate them mentally, depending on the context and numbers involved. They develop fluency with efficient procedures, including the standard algorithm, for multiplying whole numbers, understand why the procedures work (on the basis of place value and properties of operations), and use them to solve problems.

G4-FP2 Number and Operations: Developing an understanding of decimals, including the connections between fractions and decimals Students understand decimal notation as an extension of the base-ten system of writing whole numbers that is useful for representing more numbers, including numbers between 0 and 1, between 1 and 2, and so on. Students relate their understanding of fractions to reading and writing decimals that are greater than or less than 1, identifying equivalent decimals, comparing and ordering decimals, and estimating decimal or fractional amounts in problem solving. They connect equivalent fractions and decimals by comparing models to symbols and locating equivalent symbols on the number line.

G4-FP3 Measurement: Developing an understanding of area and determining the areas of two-dimensional shapesStudents recognize area as an attribute of two-dimensional regions. They learn that they can quantify area by finding the total number of same-sized units of area that cover the shape without gaps or overlaps. They understand that a square that is 1 unit on a side is the standard unit for measuring area. They select appropriate units, strategies (e.g., decomposing shapes), and tools for solving problems that involve estimating or measuring area. Students connect area measure to the area model that they have used to represent multiplication, and they use this connection to justify the formula for the area of a rectangle.

G4-FP4C Algebra: Students continue identifying, describing, and extending numeric patterns involving all operations and nonnumeric growing or repeating patterns. Through these experiences, they develop an understanding of the use of a rule to describe a sequence of numbers or objects.

G4-FP5C Geometry: Students extend their understanding of properties of two-dimensional shapes as they find the areas of polygons. They build on their earlier work with symmetry and congruence in grade 3 to encompass transformations, including those that produce line and rotational symmetry. By using transformations to design and analyze simple tilings and tessellations, students deepen their understanding of two-dimensional space.

G4-FP6C Measurement: As part of understanding two-dimensional shapes, students measure and classify angles.

G4-FP7C Data Analysis: Students continue to use tools from grade 3, solving problems by making frequency tables, bar graphs, picture graphs, and line plots. They apply their understanding of place value to develop and use stem-and-leaf plots.

G4-FP8C Number and Operations: Building on their work in grade 3, students extend their understanding of place value and ways of representing numbers to 100,000 in various contexts. They use estimation in determining the relative sizes of amounts or distances. Students develop understandings of strategies for multidigit division by using models that represent division as the inverse of multiplication, as partitioning, or as successive subtraction. By working with decimals, students extend their ability to recognize equivalent fractions. Students’ earlier work in grade 3 with models of fractions and multiplication and division facts supports their understanding of techniques for generating equivalent fractions and simplifying fractions.

Reprinted with permission from Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence, copyright 2006 by the National Council of Teachers of Mathematics. All rights reserved.

G4-FP1 Grade 4 Focal Point 1

G4-FP2 Grade 4 Focal Point 2

G4-FP3 Grade 4 Focal Point 3

G4-FP4C Grade 4 Focal Point 4

Connection

G4-FP5C Grade 4 Focal Point 5

Connection

G4-FP6C Grade 4 Focal Point 6

Connection

G4-FP7C Grade 4 Focal Point 7

Connection

G4-FP8C Grade 4 Focal Point 8

Connection

KEY

3 + 6 = 6 + 33 + 6 = 6 + 3

Copy

right

© M

acm

illan

/McG

raw

-Hill

, a d

ivisi

on o

f The

McG

raw

-Hill

Com

pani

es, I

nc.

Name

Get Ready

Check

Write the addends. Use . Then add.

1.

2 + 4 = 6

+ =

2.

+

+

3. 1 + 7 = 4. 7 + 1 =

5. Tell how you can show that 1 + 9 is thesame as 9 + 1.

Main IdeaI will add in any order.

Vocabularyaddend

Addends are the numbers you add. You can change the order of the addends and get the same sum.

3 + 6 = 9

6 + 3 = 9

Add in Any Order

Chapter 5 Lesson 1 one hundred fifty-five 155

sumaddend addend

155-156 CH05L1-105725.indd 155 9/4/07 12:53:49 PM

Math Connects, Grade 1, Student Edition, page 155

MAIN IDEAI will explore addition and subtraction equations.

You Will Needcounterscups

196 Chapter 5 Describe Algebraic Patterns

Explore

An equation is a sentence like 4 + 5 = 9 that contains an equals sign (=). The equals sign shows that the expressions on each side of it are equal. Equations sometimes have a missing number.

4 + x = 9 10 - m = 6 k - 1 = 7

When you find the value of the missing number that makes the equation true, you solve the equation.

1 Solve n + 3 = 5.

Step 1 Model the expression

=+on the left side.

To model n + 3, use a cup to show n and 3 counters.

Step 2 Model the expression

=+on the right side.

Place 5 counters on theright to show 5. An equalssign shows that both sidesare the same.

Step 3 Find the value of n.

=+

Put enough counters inthe cup so that thenumber of counters oneach side of the equalssign is the same.

The value of n that makes n + 3 = 5 true is 2. So, n = 2.

Algebra Activity for 5-2

Addition and SubtractionEquations

0196-0197_C05_L02EX_105733.indd 196 9/14/07 12:59:40 PM

Math Connects, Grade 4, Student Edition, page 196

Primary Students use two-color counters to model addition sentences. This activity forms a basis for future understanding of and success in solving algebraic equations.

Intermediate Students build on their experience with counters to using cups and counters to model and solve addition and subtraction equations. The exercises are designed to help students bridge the gap from using cups and counters to solving equations symbolically.

Program Philosophy

T16 Program Philosophy

Balanced Instruction, Vertically-Aligned from Grades PreK through Algebra 1

The vertical alignment of Math Connects PreK-8 and Algebra 1 incorporates a balance of instruction throughout. These programs provide students a balanced approach to mathematics by:

• investigating concepts and building conceptual understanding. • developing, reinforcing, and mastering computational and procedural skills. • applying mathematics to problem-solving situations.

This sequence of Student Edition pages illustrates the vertically-aligned development of the conceptual understanding and corresponding computational and procedural skills for an important algebra topic.

1

1 1 1

1 1 1

1 1

3x 12

x

x

x

1 1 1

1 1

1 1

1 1 1 1

1 1

11 1 1

3x 123 3

x

11 1 1x

11 1 1x

1 1

1 1

1

1 1 1

1 1 1

1

3x 5 7

x

x

x1 1

1 1

1

1 1 1

1 1 1

1 1 1

1 1

1

3x 5 5 7 5

x

x

x

1 1 1

1 1

EXPLORE2-4

Algebra Lab

Solving Multi-Step Equations

You can use an equation model to solve multi-step equations.

Explore 2-4 Algebra Lab: Solving Multi-Step Equations 91

MODEL Use algebra tiles to solve each equation.

1. 2x - 3 = -9 2. 3x + 5 = 14 3. 3x - 2 = 104. -8 = 2x + 4 5. 3 + 4x = 11 6. 2x + 7 = 1

7. 9 = 4x - 7 8. 7 + 3x = -8 9. 3x - 1 = -10

10. MAKE A CONJECTURE What steps would you use to solve 7x - 12 = -61?

ACTIVITY

Solve 3x + 5 = -7.

Step 1 Model the equation.

Place 3 x-tiles and 5 positive 1-tiles on one side of the mat. Place 7 negative 1-tiles on the other side of the mat.

Step 3 Remove zero pairs.

Group the tiles to form zero pairs and remove the zero pairs.

Step 2 Isolate the x-term.

Since there are 5 positive 1-tiles with the x-tiles, add 5 negative 1-tiles to each side to form zero pairs.

Step 4 Group the tiles.

Separate the tiles into 3 equal groups to match the 3 x-tiles. Each x tile is paired with 4 negative 1 tiles. Thus, x = -4.

Animation algebra1.com

0091-0097 CH02L4-877852.indd 91 9/15/06 5:00:41 PM

Review Vocabularyzero pair a number paired with its opposite; Example: 2 and -2. (Explore 2-4)

You can add or subtract a zero pair from either side of an equation without changing its value, because the value of a zero pair is zero.

2 Solve x + 2 = -1 using models.

=

x + 2 -1=

1

1

-1

xModel the equation.

=

x + 2 + (-2) -1 + (-2)=

1

1

-1

-1

-1

-1

-1x

Add 2 negative tiles to the left side of the mat and add 2 negative tiles to the right side of the mat.

=

x -3=

-1

-1

-1

-1

-1

1

1x

Remove all of the zero pairs from the left side. There are 3 negative tiles on the right side of the mat.

Therefore, x = -3. Since -3 + 2 = -1, the solution is correct.

Solve each equation using models or a drawing.

e. -2 = x + 1 f. x - 3 = -2 g. x - 1 = -3 h. 4 = x - 2

ANALYZE THE RESULTSExplain how to solve each equation using models or a drawing.

1.

x + 1 3=

=

+

+

++

2.

=

1x

-1

-1

1

1

x + 3 -2=

3. MAKE A CONJECTURE Write a rule that you can use to solve an equation like x + 3 = 2 without using models or a drawing.

Explore 3-2 Algebra Lab: Solving Equations Using Models 135

0134_0135_CH03_L2_874046.indd 135 9/13/07 7:15:47 PM

Explore3-2

In Chapter 2, you used counters to add, subtract, multiply, and divide integers. Integers can also be modeled using algebra tiles. The table shows how these two types of models are related.

Type of Model Variable x Integer 1 Integer -1

Cups and Counters + -

Algebra Tiles 1 -1

You can use either type of model to solve equations.

1 Solve x + 2 = 5 using cups and counters or a drawing.

x

1

1

1

1

1

1

1

=

x + 2 5=

+

+

+

+

+

+

+

Model the equation.

=

x + 2 - 2 5 - 2=

+

+

+

+

+

+

+

Remove the same number of counters from each side of the mat until the cup is by itself on one side.

=

x 3=

+

+

+

The number of counters remaining on the right side of the mat represents the value of x.

Therefore, x = 3. Since 3 + 2 = 5, the solution is correct.

Solve each equation using cups and counters or a drawing.

a. x + 4 = 4 b. 5 = x + 4 c. 4 = 1 + x d. 2 = 2 + x

Algebra LabSolving Equations Using Models

MAIN IDEASolve equations using models.

134 Chapter 3 Algebra: Linear Equations and Functions

0134_0135_CH03_L2_874046.indd 134 9/13/07 7:15:42 PM

Continuity of Instruction The instructional sequence described demonstrates the power of backward mapping from the desired result, success in Algebra 1. This process of development avoids gaps and overlaps between grade levels and ensures that at each grade level the concepts and skills are built on the strong foundation developed in previous grades. The same approach was used across all strands throughout the entire PreK-12 series.

Algebra 1 Students continue the use of algebra tiles to investigate solving multi-step equations. In the next lesson, students apply the procedure developed in the Algebra Lab to a symbolic approach.

Glencoe Algebra 1,Student Edition, page 91

Middle School Students represent the variable x as a cup, as a counter, or as a written x. In this Algebra Lab, students make the transition from cups and counters to the more abstract algebra tiles. In the next lesson, students solve simple equations symbolically.

Math Connects, Course 2, Student Edition, pages 134–135

Program Philosophy T17

Program Philosophy