Math Unit 1

Sadlier School
NEW Standards-Based
Progress English Language Arts &
Progress is a streamlined,
yet comprehensive, K–8
supplemental program that
provides standards-based
instruction, scaffolded
practice, and assessment
for English Language Arts
and Mathematics.
SadlierSchool Twitter.com Facebook.com Pinterest.com Youtube.com Plus.Google.com

Instruction & Practice
Mathematics, Grades K–8
Progress English Language Arts and Mathematics:

• Use a consistent Gradual Release of Responsibility model to help
students build knowledge of the lesson’s learning objectives
• Develop concepts and skills with pedagogically-sound lessons
focused on grade-specific learning objectives
• Give teachers the flexibility to focus on a math domain or ELA
topic, or to simply teach a specific learning objective
• Intentionally sequence cognitively-demanding exercises for
students to apply and extend their newly-acquired knowledge
and skills
• Provide a range of print and digital formative and summative
assessments to help guide students to proficiency and prepare
for new state assessments
Call: 800-221-5175 • Email: customerservice@sadlier.com • Fax: 212-312-6080 • http://SchoolStore.Sadlier.com 1

Progress Mathematics, Grades K–8, instructional and programmatic features support the
findings and recommendations of the National Teachers of Mathematics (NCTM) and
the National Mathematics Advisory Panel (NMAP) in the areas of Curricular Content,
Learning Process, Instructional Practices, and Assessment of Mathematics Learning.
Curricular Content
Units show a clear progression of skills and end with
Learning Process
Standards-based Unit Reviews and Performance-based Tasks.
The Gradual Release of Responsibility Model is
used to build knowledge of each lesson’s learning
Unit 3 Reading Informational Text: objective(s) through Guided Instruction, Guided
Key Ideas and Details
Progress Check/Home Connect � � � � � � � � � � � � � � � � � � � � � � � � � � � � 53 Practice, and Independent Practice.
Essential Question � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 55
Key Ideas and Details
3
Asking and Answering Questions � � � � � � � � � � � � � � � � � � � � � � � � � � � � 56
Determining Main Idea and Key Details � � � � � � � � � � � � � � � � � � � � � � � � 62
Describing Relationships Between Ideas � �
Close Reading: Howard Carter’s Last Chance
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
� 68
� 74 Focus on Number and UNIT
Operations—Fractions
Connect Across Texts � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 79
Language
Real-Life Word Connections � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 80
Unit 3 Review � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 81
Performance Task � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ONLINE
Unit 4 Text Types and Purposes:

Write Informative/Explanatory Texts Engaging and relevant,
Progress Check/Home Connect � � � � � � � � � � � � � � � � � � � � � � � � � � � � 83
Essential Question � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 85 Unit Openers make
Write Informative/Explanatory Texts � � � � � � � � � � � � � � � � � � � � � � 86
Introducing a Topic • Developing the Topic• Grouping Related connections between
Information • Using Linking Words and Phrases • Providing a
Concluding Statement
Language
math and the real world.
Pronouns � � � � � � � � � � � �
� � � � � � � � � � � � � � � � � � � � � � � � � � � � 90
�
Pronoun-Antecedent Agreement � � � � � � � � � � � � � � � � � � � � � � � � � � � 91
Spelling High-Frequency Words �
� � � � � � � � � � � � � � � � � � � � � � � � � � � � 92
Commas in Addresses � � � � �
� � � � � � � � � � � � � � � � � � � � � � � � � � � � 93
Speaking and Listening � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 94
Unit 4 Review � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 95
Unit 5 Reading Literature:

Craft and Structure
Progress Check/Home Connect � � � � � � � � � � � � � � � � � � � � � � � � � � � � 97
Essential Question � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 99
continued next page

Copyright © by William H. Sadlier, Inc. All rights reserved.
Essential Question:
How are fractions and
Lesson
16
whole numbers alike?
Understand Unit Fractions
Essential Question:
2553-6_SE3__0004 4
as Quantities
6/4/14 7:15 AM
What are unit fractions?
Words to Know:
fraction
Guided Instruction unit fraction
numerator
In this lesson you will learn about fractions and unit fractions. denominator Unit 3 ■ Focus on Number and Operations—Fractions 141
Understand: The meaning of a unit fraction
Understand For art class Jenna partitions a square into four equal parts in 2573-4_SE3_141_UO3.indd 141 6/16/14 4:21 PM
presentations provide different ways. Then she shades one part of each square. Here are
MORE ONLINE
Content is focused aroundLesson 16
sadlierconnect.com
Jenna’s drawings.
step-by-step instruction Essential QuestionsGuided on both
Practice
Each model represents the UnitWriteand
a unit Lesson levels.
on the learning targets a whole.
for the shaded part of each model.
fraction
of the lesson. 1. 2. 3.
What number does the shaded part in each of Jenna’s drawings represent?
A fraction is a number. When a whole is partitioned, or divided, into

Academic vocabulary equal parts, a unit fraction represents the quantity, or amount, in one
of those equal parts. Use the model at the right for exercises 4–6.
is highlighted and MORE ONLINE sadlierconnect.com Lesson
4. Draw 16in the square to show fourths.
lines
All fractions have this form:
strategically used numerator number of equal parts in the fraction 5. How many equal parts are in your model?
Guided Practice
to teach the lesson. denominator number of equal parts in the whole
6. Write a unit fraction that represents
A unit fraction has thisEach
form:model represents a whole. Write a unit fraction
for the shaded part of each model. one equal part of your model.
Think-Pair-Share features
1 1 equal part in the fraction

denominator 1.number of equal parts in the2.whole 3.
Look at Jenna’s drawings.
Solve the problem.
encourage students to be
7. Rita makes a flower garden and divides it into three equal sections.
Each square has 1 equal part that is shaded.
Each square has 4 equal parts.
1
active
She plants - of the garden with
3
learners
yellow flowers. Draw a and
model toshare
Use the model
1 equal part in the fraction 1 at the right for exercises 4–6. their ideas and strategies.
show the fraction of the garden Rita plants with yellow flowers.
1
Read - as “one fourth.”
4.
4 equal parts in the whole 4 in the square
Draw lines 4
to show fourths.
The shaded part in 5.

each of Jenna’s
How drawings
many equal parts represents
are in yourthe
model?
1
unit fraction -
4.
6. Write a unit fraction that represents Think•Pair•Share

142 Unit 3 ■ Focus on Number andone
Operations—Fractions
equal part of your model. 1
8. Amal says that - 4 of a rectangle is shaded.
MP3
1
Cadence says that - 2 of a rectangle is shaded.
Solve the problem. Jim says that 1 rectangle is shaded.
2573-4_SE3_142-149_L16.indd 142 6/16/14 4:21 PM
7. Rita makes a flower garden and divides it into three equal sections. Describe what each student used as the whole.
1
She plants -
3 of the garden with yellow flowers. Draw a model to
show the fraction of the garden Rita plants with yellow flowers.
4
Unit 3 ■ Focus on Number and Operations—Fractions 145

eserved.
Think•Pair•Share
TO VIEW OR REQUEST A SAMPLE, VISIT
www.SadlierSchool.com/Mathematics
Lesson 16 Understand Unit Fractions as Quantities
Independent Practice Additional Practice online

supports the learning process.
Instructional Practices
Each figure represents one whole. Write the unit fraction that
the shaded part of each figure represents.
1. 2. 3.
Practice pages provide students MORE ONLINE sadlierconnect.com Lesson 16
with an abundance of rigorous Independent Practice

Partition each figure into the given number of equal parts.
practice that require students 4. Look at the shaded part of each model.
1
Which model represents the fraction -
3?
Shade one part. Then write the fraction for the shaded part.
to use their critical-thinking skills,

6. 2 equal parts 7. 4 equal parts
a. b.
apply their math knowledge, and

perform cognitively demanding c.
MORE ONLINE
d.
sadlierconnect.com Lesson 16
tasks. Independent Practice

Answer Answer
Solve the problems.
5. Which fraction does the shaded part 8. Show two different ways to partition a square into thirds.
of the circle represent? MP5 13. The Thompson family eats a whole pot pie for dinner.
Shade 1 equal part of each square. Write the fraction that
• The pot pie is cut into equal parts. one equal part represents.
1
3 of the pot pie.
• Each part is -

• Each person eats 1 part.
How many people are in the Thompson family?
1 1
a. -
8 b. -
4 Show your work.
1 8
c. -
1 d. -
1

Answer
Answer Answer
MP3 14. Jorge has a large sheet of paper. He cuts it into pieces to make
1
1
airplanes. Each piece is - 9. This square is -6 of a whole.
8 of the whole sheet. If it takes one piece
All pages shown are 146 Unit 3 ■ Focus on Number and Operations—Fractions to make an airplane, how many airplanes canDraw Jorgea make?
model of the whole.
1
6
Label each unit fraction.
from Progress Mathematics, Answer
Justify your answer using 6/16/14
words, drawings, or numbers.
Student Edition, Grade 3 2573-4_SE3_142-149_L16.indd 146 4:21 PM
MP2 15. Teresa cuts a ribbon into equal pieces. She gives one piece to each Unit 3 ■ Focus on Number and Operations—Fractions 147
of her friends: Tomás, Nick, and Linda. Teresa takes the last piece
Assessment of Mathematics Learning

1
for herself. “We each get -3 of the ribbon,” she said. Does Teresa’s
statement make sense? 2573-4_SE3_142-149_L16.indd 147 6/16/14 4:21 PM
Answer
There are many opportunities throughout a unit
Justify your answer using words,to
drawings, or numbers.
monitor students’ progress toward unit learning targets.
3
Unit 3 ■ Focus on Number and Operations—Fractions 149
UNIT
Look at how the math concepts and skills you have learned and will learn connect.
2573-4_SE3_142-149_L16.indd 149 6/16/14 4:21 PM
It is very important for you to understand the math concepts and skills from the prior
3 Review
grade level so that you will be able to develop an understanding of fractions in this
Unit unit and be prepared for next year. To practice your skills, go to sadlierconnect.com. Performance Task 1
For exercises 1 and 2, use these figures.

Grade 2 Grade 3 Grade 4
Before After
I Can… Unit Can I ? Unit I Will…
3 3
Partition shapes into two, three, or Understand that fractions name Add and subtract fractions with
four equal shares equal parts of a whole like denominators Performance Tasks
Describe equal shares as halves, Understand the meaning of the Add and subtract mixed numbers Performance Tasks show your understanding of the Math
thirds, or fourths numerator of a fraction with like denominators
1. Circle each figure with a shaded part that can be named by a that you have learned. You will be doing various Performance
Describe a whole as two halves, Understand the meaning of the Solve word problems involving
unit fraction. three thirds, or four fourths denominator of a fraction addition and subtraction of Tasks as you complete your work in this text.
fractions
2. Describe one figure that does NOT show a unit fraction. Explain.
Represent whole numbers as Represent unit fractions on a Multiply a fraction by a whole
Beginning This Task
lengths on a number line number line number The next five pages provide you with the beginning of a
Represent fractions on a number Solve word problems by Performance Task. You will be given 5 items to complete, and
line multiplying fractions by whole each item will have two or more parts. As you complete these
numbers
Read the fraction. Partition the number line into equal parts. items you will:
Locate the fraction on the number line and draw a point. Label Find equivalent fractions Explain why fractions are
the point. equivalent I Demonstrate that you have mastered mathematical skills
1 1 Express whole numbers as Express a fraction with a
and concepts
3. -
4 4. -
2 fractions denominator of 10 as an
equivalent fraction with a II Reason through a problem to a solution, and explain
0 1 0 1 denominator of 100 your reasoning
Compare fractions with the same Compare two fractions with III Use models and apply them to real-world situations.
Locate the fraction on the number line and draw a point. Label numerator different numerators and different
Compare fractions with the same denominators
the point.
3 2
denominator Extending This Task
5. -
8 6. -
3 Your teacher may extend this Performance Task with additional
items provided in our online resources at sadlierconnect.com.
0 1 0 1
Scoring This Task

Compare. Write >, U, or <. Draw a model or number line to
support your answer. Unit progression charts detail Your response to each item will be assessed against a rubric, or
scoring guide. Some items will be worth 1 or 2 points, and
how standards unfold within
5 3 3 3
7. -
6
-
6 8. -
8
-
4
others will be worth more. In each item you will show your work
or explain your reasoning.
and across the grade levels. Unit 3 ■ Focus on Number and Operations—Fractions 139 5
2573-4_SE3_139_PC3.indd 139 6/16/14 4:20 PM
206 Unit 3 ■ Focus on Number and Operations—Fractions Performance Task 1 209

Contents
Welcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Unit l Focus on Counting and Cardinality

Progress Check/Home Connect . . . . . . . . . . . . . . . . . . . . . . 7
Essential Question/Foundational Skill . . . . . . . . . . . . . . . . . . 9
Lesson l Count and Model 1 and 2 . . . . . . . . . . . . . . . . . 11
Lesson 2 Count and Write 1 and 2 . . . . . . . . . . . . . . . . . 15
Lesson 3 Count and Model 3 and 4 . . . . . . . . . . . . . . . . . 19
Lesson 7 Match to Compare . . . . . . . . . . . . . . . . . . . . . 35
Lesson l 0 Count and Model 8, 9, and 10 . . . . . . . . . . . . . . 47
Lesson l l Count and Write 8, 9, and 10 . . . . . . . . . . . . . . 51

Lesson l 2 Count to Compare . . . . . . . . . . . . . . . . . . . . . 55
Lesson l 3 Count to Tell How Many . . . . . . . . . . . . . . . . . 59
Lesson l 4 Compare Numbers . . . . . . . . . . . . . . . . . . . . 63
Lesson l 5 Ordinal Numbers . . . . . . . . . . . . . . . . . . . . . . 67
Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
continued on next page
iii
Unit 2 Focus on Operations and Algebraic Thinking
Progress Check/Home Connect 75
Essential Question/Foundational Skill 77
Lesson l 6 Put Together to Add 79
Lesson l 7 Add to Find How Many 83
Lesson 18 Problem Solving: Addition 87
Lesson l 9 Take Away to Subtract 91
Lesson 20 Subtract to Find How Many Left 95
Lesson 21 Problem Solving: Subtraction 99
Lesson 22 Break Apart Numbers to 5 103
Lesson 23 Addition: Sums to 5 (Fluency) 107
Lesson 24 Subtract from 5 or Less (Fluency) 111
Lesson 25 Break Apart Numbers to 10 115
Lesson 26 Make Ten 119
Unit 2 Review 123

Unit 3 Focus on Number and Operations in Base Ten
Lesson 27 Count and Model 11 and 12 131
Lesson 28 Count and Write 11 and 12 135
Lesson 3 l Count and Model 15 and 16 147
continued on next page
iv
Lesson 37 Make and Break Apart 11 to 19 171
Lesson 38 Count by Ones and Tens to 100 175
Unit 3 Review 179
Unit 4 Focus on Measurement and Data

Lesson 39 Describe Measurements 187
Lesson 40 Compare Measurements 191
Lesson 4 l Sort and Count 195
Unit 4 Review 199
Unit 5 Focus on Geometry

Lesson 42 Circles and Triangles
207
Lesson 43 Squares, Rectangles, and Hexagons 211
Lesson 44 Compare Flat Shapes 215
Lesson 45 Solid Shapes 219
Lesson 46 Compare Solid Shapes 223
Lesson 47 Identify Flat and Solid Shapes 227
Lesson 48 Above, Below, Beside, Next To 231
Lesson 49 In Front of, Behind 235
Lesson 50 Building Shapes 239
Lesson 5 l Building Larger Shapes 243
Unit 5 Review 247
Units l– 5 Performance Tasks 251
v
In this unit you will learn about Counting
and Cardinality. The lessons in this unit
Unit
1
cover all the math concepts and skills for
Counting and Cardinality.
To practice your skills, go to sadlierconnect.com.
Before After
Unit
l Can I ? Unit
l
Count and model
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Count and write
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Match to compare
Count to compare
Count to tell how many
Compare numbers
Use ordinal numbers
Unit 1 ■ Focus on Counting and Cardinality 7

home✦Connect...
In this unit your child will:
■ Count to tell the number of objects

in a group, to 10.
■ Model up to 10 objects.
■ Read and write numbers to 10.
■ Compare groups of objects and
numbers, to 10.
Ways to Help Your Child
You can count and use numbers as
Y
our child begins the year counting to 10 and making you interact with your child every day.
the connection between number names, such as 4, For example, look for opportunities to
and the quantity of an object. So, while counting count stairs, grapes, buttons on a jacket,
objects to find how many, you may hear: “one, two, three, or doors in a hallway. Let your child
four, there are four balls.” use counting to perform tasks such as
setting the table for a meal. And, if
Young children may not believe that all of the following
your child enjoys picture books, the
images can show 4 objects, so groups are intentionally
library stocks a variety of books that
displayed in different arrangements for children to count.
feature numbers to 10.

Look for your kindergartner to write a number to
represent a group of objects, as well as to use matching
and counting strategies to compare groups and to discover
that a number such as 8 is greater than 4.
Activity: Make a group of up to 10 objects that

are alike and ask your child “how many” questions.
With each try, vary the number of objects and how they are ONLINE
arranged (in a row, a circle, 3 rows of 3, or scattered). Notice For more Home Connect
whether your child understands that the last number name activities, continue online at
said tells the number of objects. sadlierconnect.com
8 Unit 1 ■ Focus on Counting and Cardinality

Focus on
Counting and
Cardinality
Unit
1
Essential Question:
How do you count?

Sadlier School
Mathematics
Lesson
12 Count to Compare Learn to count to

compare.
2 2 2 is equal to 2
3 4 4 is greater than 3
7
Guided Instruction
6 6 is less than 7
Count to compare. Introduce the phrases equal to, greater than, and less than.
Count the yellow counters. Count the red counters. Trace the numbers that tell how many
of each color counter. Compare the numbers. They are the same. 2 is equal to 2.
of each color counter. Compare the numbers. 4 is greater than 3.
of each color counter. Compare the numbers. 6 is less than 7.

Lesson 12 Count to Compare
5 5
Guided Instruction
Count the hats in each group. Trace the numbers that tell how many in each group.
Compare the numbers. Draw a circle around the numbers if they are equal.
Count the hats in each group. Write the number that tells how many in each group.
Draw a circle around the number that is greater.
Count the hats in each group. Write how many in each group.
Draw a circle around the number that is less.

Lesson 12 Count to Compare
6 10
Guided Practice
Count the ladybugs. Trace the number that tells how many. Count the butterflies.
Trace the number that tells how many. Circle the number that is greater.
Count the turtles. Write the number that tells how many. Count the frogs.
Write the number that tells how many. Circle the number that is less.
Count the bees. Write the number that tells how many. Count the spiders.
Write the number that tells how many. Circle the number that is greater.

Lesson 12 Count to Compare MORE ONLINE sadlierconnect.com

MP2
Guided Practice
Count the dots on each side of the domino. Write how many.
Circle the greater number.
Draw dots on one wing of the ladybug. Draw an equal number
of dots on the other wing. Write how many on each wing.

Lesson
Count to Tell
13 How Many Learn to count to
tell how many.
2 4
Guided Instruction
9
Count to tell how many.
Count the bumper cars. Trace the number that tells how many.
Count the balloons. Trace the number that tells how many.
Count the milk bottles. Write the number that tells how many.

Lesson 13 Count to Tell How Many
1 3
Guided
Guided Instruction
Instruction
Count
Counteach
eachroller
rollercoaster
coastercar.
car.Trace
Tracethe
thenumber
numberthatthattells
tellshow
howmany.
many.
Counteach
Count eachobject.
object.Write
Writethe
thenumber
numberthat
thattells
tellshow
howmany.
many.

Lesson 13 Count to Tell How Many
7
Guided Practice
Count the cars on the Ferris wheel.

Write the number that tells how many.

Lesson 13 Count to Tell How Many MORE ONLINE sadlierconnect.com

MP1
Guided Practice
Count the tickets. Write the number that tells how many.
Count the slides. Write the number that tells how many.
Count the ducks. Write the number that tells how many.
Count the fishbowls. Draw one more. Now count all the bowls.
Write the number that tells how many bowls there are now.

Lesson
14 Compare Numbers Learn to compare

numbers.
1 2 3 4 5 6 7 8 9 10
3 6
5 8
2 9
4 10
Guided Instruction Compare two numbers.

Look at the numbers on the jerseys at the top of the page.
They are in order from 1 to 10.
Compare the numbers. Trace the circle around the greater number.
Compare the numbers. Circle the number that is less.

Lesson 1 4 Compare Numbers
3 2
3 6
5
4
10
1

9
7
3
8
Guided Instruction
Compare the numbers. Trace/Draw a circle around Compare the numbers. Trace/Draw a circle around
both numbers if they are equal. the number that is less.
Compare the numbers. Trace/Draw a circle around
the greater number.

Lesson 1 4 Compare Numbers
1 4
0 6
8 3
5 9
7 2
7 10
Guided Practice
Compare the numbers. Circle the greater number. Compare the numbers. Draw a circle around both
Compare the numbers. Circle the number that numbers if they are equal.
is less.

Lesson 1 4 Compare Numbers MORE ONLINE sadlierconnect.com

MP1
Kobe’s Number Ally’s Number
MP3
Guided Practice
Compare the numbers. Circle the greater number. Draw an X on
the number that is less.
Kobe’s number is the number of legs a dog has. Ally’s number is the
next counting number after 3. Write their numbers. Ally says her number is
less than Kobe’s number. Is she correct? Explain why or why not.

Unit
1 Review
5 6 7 8
3 4 8 10
7 9
Count the objects. Circle the number that tells how many.

Unit
1 Review
Count the pieces of fruit. Write how many.

Write how many pieces of fruit are on the plate.

Unit
1 Review
4 7 10 6
1 3 9 8
Count and write how many in each group. Draw lines to compare
the groups. Circle the number that is less.
Count and write how many in each group. Compare the numbers.
Circle the number that is greater.
Compare the numbers. Circle the number that is greater.
Compare the numbers. Circle the number that is less.

Moving Students Forward...
K-8
Mathematics
100% Standards Focused

· Ensures students meet grade-level expectations
· Delivers targeted instruction and scaffolded practice
· Measures learning outcomes with a range of
assessment options
Accelerate Progress with Effective Instruction

· Student Worktext *
· Bonus Digital Resources ONLINE
· Teacher’s Edition ■ Performance Tasks
· Progress Monitor Additional Practice

■
■ Home Connect Activities

■ Four Benchmark Assessments
· iProgress Monitor *Includes Bonus Digital Resources

■ Assessments & Reports ONLINE
Also available: K-8 2 5 7 0 3
English Language Arts

ISBN 978-1-4217-3150-6
90000
Sadlier School 9 781421 731506

Math Unit 1

Uploaded by

Copyright:

Available Formats

Math Unit 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math Unit 1

Uploaded by

Copyright:

Available Formats

Sadlier School

SadlierSchool Twitter.com Facebook.com Pinterest.com Youtube.com Plus.Google.com

Progress English Language Arts and Mathematics:

Call: 800-221-5175 • Email: customerservice@sadlier.com • Fax: 212-312-6080 • http://SchoolStore.Sadlier.com 1

Unit 4 Text Types and Purposes:

Unit 5 Reading Literature:

continued next page

A fraction is a number. When a whole is partitioned, or divided, into

1 1 equal part in the fraction

The shaded part in 5.

6. Write a unit fraction that represents Think•Pair•Share

Unit 3 ■ Focus on Number and Operations—Fractions 145

Lesson 16 Understand Unit Fractions as Quantities

Independent Practice Additional Practice online

Practice pages provide students MORE ONLINE sadlierconnect.com Lesson 16

with an abundance of rigorous Independent Practice

to use their critical-thinking skills,

apply their math knowledge, and

tasks. Independent Practice

Copyright © by William H. Sadlier, Inc. All rights reserved.

Copyright © by William H. Sadlier, Inc. All rights reserved.

Assessment of Mathematics Learning

monitor students’ progress toward unit learning targets.

For exercises 1 and 2, use these figures.

Copyright © by William H. Sadlier, Inc. All rights reserved.

Scoring This Task

2573-4_SE3_139_PC3.indd 139 6/16/14 4:20 PM

206 Unit 3 ■ Focus on Number and Operations—Fractions Performance Task 1 209

Unit l Focus on Counting and Cardinality

Lesson l l Count and Write 8, 9, and 10 . . . . . . . . . . . . . . 51

Copyright © by William H. Sadlier, Inc. All rights reserved.

Unit 4 Focus on Measurement and Data

Unit 5 Focus on Geometry

Units l– 5 Performance Tasks 251

Count to tell how many

Use ordinal numbers

Unit 1 ■ Focus on Counting and Cardinality 7

■ Count to tell the number of objects

Ways to Help Your Child

You can count and use numbers as

Copyright © by William H. Sadlier, Inc. All rights reserved.

Activity: Make a group of up to 10 objects that

8 Unit 1 ■ Focus on Counting and Cardinality

Unit 1 ■ Focus on Counting and Cardinality 9

12 Count to Compare Learn to count to

Unit 1 ■ Focus on Counting and Cardinality 55

Copyright © by William H. Sadlier, Inc. All rights reserved.

56 Unit 1 ■ Focus on Counting and Cardinality

Unit 1 ■ Focus on Counting and Cardinality 57

Copyright © by William H. Sadlier, Inc. All rights reserved.

58 Unit 1 ■ Focus on Counting and Cardinality

Unit 1 ■ Focus on Counting and Cardinality 59

Copyright © by William H. Sadlier, Inc. All rights reserved.

60 Unit 1 ■ Focus on Counting and Cardinality

Count the cars on the Ferris wheel.

Unit 1 ■ Focus on Counting and Cardinality 61

Copyright © by William H. Sadlier, Inc. All rights reserved.

62 Unit 1 ■ Focus on Counting and Cardinality

14 Compare Numbers Learn to compare

Guided Instruction Compare two numbers.