Algebra Number Patterns

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About the Math

Professional Development

About the Math

Professional Development

5A Chapter 1

Professional Development Videos Progress to Algebra

Teaching for Depth

Exploring number patterns helps students develop algebraic thinking skills. Identifying and describing number patterns are important skills that prepare students for the study of functions in later grades.

In this lesson, students shade different rows, columns, and diagonals of the addition table in order to develop a conceptual understanding of the Identity and

Commutative Properties of Addition. They go on to formalize the properties in order to use them, instead of patterns, to solve problems. Students use the addition table to fi nd other patterns as well.

Algebra • Number Patterns

LESSON 1.1

LESSON AT A GLANCE

Progress to Algebra

Interactive Student Edition Personal Math Trainer

Math on the Spot Video iTools: Number Charts

HMH Mega Math Learning Objective

Identify and describe whole-number patterns and solve problems.

Language Objective

Student pairs will use properties to explain patterns on the addition table.

Materials

MathBoard, Addition Table (see eTeacher Resources), orange and green crayons

F C R Focus:

Common Core State Standards

3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.) MP1 Make sense of problems and persevere in solving them.

MP2 Reason abstractly and quantitatively.

MP7 Look for and make use of structure.

F C R Coherence:

Standards Across the Grades Before

2.OA.A.1 2.OA.A.3

Grade 3

3.OA.D.9 After 4.OA.A.3 4.OA.C.5

F C R Rigor:

Level 1: Understand Concepts...Share and Show ( Checked Items) Level 2: Procedural Skills and Fluency...On Your Own, Practice and Homework Level 3: Applications...Think Smarter and Go Deeper

F C R

For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 3J.

FOCUS COHERENCE RIGOR

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ENGAGE

1 Daily Routines

Common Core

Lesson 1.1 5B

with the Interactive Student Edition

Essential Question

How can you use properties to explain patterns on the addition table?

Making Connections

Invite students to tell you what they know about patterns.

What is a pattern? a set of numbers or pictures that are related to each other by a rule

Learning Activity

What is the problem the students are trying to solve? Connect the story to the problem.

• What problem are you trying to solve? What is the total number of balloons?

• What do the addends represent? the number of red balloons, 9, and the number of blue balloons, 5

• Is the total number the same if you add 9 + 5 and 5 + 9? Yes, the order in which you add the same numbers does not matter.

Literacy and Mathematics

Choose one or more of the following activities.

• Have students create an addition pattern of their own. Have students explain to another student how they created their pattern.

• Have students draw a picture of the problem. Have students discuss how the numbers may form a pattern.

Problem of the Day 1.1

Karen picks 3 apples. Ty picks 5 apples. How many more apples do they need to pick to have 12 apples altogether?

______

Vocabulary Commutative Property of Addition, Identity Property of Addition, pattern

Interactive Student Edition

Multimedia Glossary e

1 23 4

Fluency Builder

Mental Math Have students practice basic addition facts and recognize that two or more numbers added in any order will yield the same sum. Ask questions similar to the following:

• What is 5 + 3? ⁸

• What is 3 + 5? ⁸

• What pattern do you notice between the two problems? The numbers in the problem are added in a different order. The answer to the problem is the same despite the order in which the numbers are added.

1 23 4 Pages 24–25 in Strategies and Practice for Skills and Facts Fluency provide additional ﬂuency support for this lesson.

How can you use proper ties to explain

patterns on the addition table?

4 more apples

Common Core Fluency Standard 3.NBT.A.2

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EXPLORE

2

0 1 2 3 4 1 2 3 4 5 2 3 4 5 6 3 4 5 6 7 4 5 6 7 8 4

4 3

3 2

2 1 0 0 1 Name

Use the addition table to find the sum.

1. 2 1 35 3 1 25 2. 2 1 05 0 1 25

Find the sum. Then use the Commutative Property of Addition to write the related addition sentence.

3. 3 1 0 5

1 5

4. 4 1 1 5

1 5

5. 2 1 3 5

1 5

3 1 1 5 4 and 1 1 3 5 4 are the same as in the row starting with 1.

The numbers increase by 1. The numbers The numbers increase by 1.

• Color the row that starts with 1. What pattern do you see?

• Color the column that starts with 1.

What pattern do you see?

• Circle the sum of 4 in the column you colored.

Circle the addends for that sum. What two addition sentences can you write for that sum of 4?

The addends are the same. The sum is the same.

The Commutative Property of Addition states that you can add two or more numbers in any order and get the same sum.

A pattern is an ordered set of numbers or objects.

The order helps you predict what will come next.

Use the addition table to find patterns.

Algebra • Number Patterns

Lesson 1.1 Reteach

2 1

5 5

3

0 3 5

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5 4 5

3 2

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1-21 Reteach

Chapter Resources

3_MNLEAN342941_C01R01.indd 21 2/12/14 1:21 PM

Name

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Lesson 1.1 Enrich

Pattern Pairs and Quads

1. Look at a pair of numbers next to each other in any row of the addition table. Is their sum even or odd? Explain.

2. Look at a pair of numbers next to each other in any column of the addition table. Is their sum even or odd? Explain.

3. Stretch Your Thinking Look at any square of four numbers in the addition table. One square is outlined as an example.

Is the sum of the four numbers even or odd? Explain.

Possible explanation: the sum is even because the sum of the diagonal pairs of numbers is the same sum. All sums of the same two numbers are even.

The sum is odd because the sum of an even number and an odd number is odd.

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1-22 Enrich

Chapter Resources

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1 2

3 Differentiated

Instruction Progress

to Algebra

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Unlock the Problem Unlock the Problem

MathTalk MATHEMATICAL PRACTICES 7 Name

Chapter 1 5

A pattern is an ordered set of numbers or objects. The order helps you predict what will come next.

You can use the addition table to explore patterns.

The Identity Property of Addition states that the sum of any number and zero is that number.

7 + 0 = 7

Activity 1

Materials■ orange and green crayons

• Look across each row and down each column. What pattern do you see?

• Shade the row and column orange for the addend 0. Compare the shaded squares to the yellow row and the blue column. What pattern do you see?

What happens when you add 0 to a number?

• Shade the row and column green

for the addend 1. What pattern do you see?

What happens when you add 1 to a number?

Number Patterns

Essential Question How can you use properties to explain patterns on the addition table?

Hands On

ALGEBRA

Lesson

1.1

Operations and Algebraic Thinking—3.OA.D.9 MATHEMATICAL PRACTICES MP2, MP6, MP7

Look for a Pattern What other patterns can you find in the addition table?

The numbers increase by 1; 1 is added to each number.

Possible answers are given.

The numbers are the same.

The sum is the same as the other number.

Possible answer: diagonals from right to left show the same number; starting at 0, diagonals from left to right show even numbers, then odd numbers, then even numbers, and so on.

The numbers are in order from 1 to 11.

It is like counting; I get the next number; the sum is 1 more than the other number.

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5 Chapter 1

Reteach 1.1 Enrich 1.1

3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Materials Addition Table (see eTeacher Resources)

Unlock the Problem

MATHEMATICAL PRACTICES

To introduce the lesson, have students watch the Real World Video, Composing Music.

Discuss how patterns are used in composing music.

Discuss the addition table with students. To fi nd a sum, locate the fi rst addend in the fi rst column, the second addend in the top row, and move to the right and down until the column and row meet.

MP5 Use appropriate tools

strategically. Notice that each diagonal going upwards from left to right contains the same sum and can be used to fi nd all of the addition facts for that sum.

Activity 1

Make sure students understand the Identity Property of Addition.

• How does the row for 1 compare to the row for 0? Possible answer: each number in the row for 1 is 1 more than the number above it.

• How does the row for 1 compare to the row for 2? Possible answer: if I add 1 to each number in the row for 1, I get the numbers in the row for 2.

• Make a conjecture about the relationship between each row in the addition table and the row after it. Possible answer: if I add 1 to each number in a row, I get the numbers in the row below it.

Point out that the same relationships are true for the columns in the addition table.

ELL Strategy:

Elicit Prior Knowledge

Elicit prior knowledge regarding the terms sum, addend, diagonal, pattern, row and column.

• Have students discuss what they know about these terms with a partner.

• Encourage them to draw and write what they know in their Math Journal.

MP2 Reason abstractly and

quantitatively. If a row for the number 11 is added to the addition table, what numbers (from left to right) would appear in the row?

11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21 LESSON

1.1

HandsOn

CorrectionKey=D

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7 8 9 10

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3 2

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MathTalk MATHEMATICAL PRACTICES 6

6

Activity 2

Materials■ orange crayon

• Shade all the sums of 5 orange. What pattern do you see?

• Write two addition sentences for each sum of 5. The first two are started for you.

5 + 0 = _ and 0 + 5 = _

The Commutative Property of Addition states that you can add two or more numbers in any order and get the same sum.

3 + 4 = 4 + 3 7 = 7

Even numbers end in 0, 2, 4, 6, or 8. Odd numbers end in 1, 3, 5, 7, or 9.

_ + _ = 6 _ + _ = 7 _ + _ = 8

• What pattern do you see?

Activity 3

Materials■ orange and green crayons

• Shade a diagonal from left to right orange. Start with a square for 1. What pattern do you see?

• Shade a diagonal from left to right green. Start with a square for 2. What pattern do you see?

• Write addition sentences for the shaded boxes.

Write even or odd under each addend.

_ + _ = _ and _ + _ = _

Hands On

↑ ↑ ↑

_ + _ = even

↑ ↑ ↑

_ + _ = odd

↑ ↑ ↑

_ + _ = even Describe how you know when the sum of two numbers will be odd.

The sums are on a slant from right to left;

they make a diagonal.

Each pair of addition sentences has the same

addends, but the addends are in a different order.

All the numbers are odd.

All the numbers are even.

5

3 2 5 2 3 5

4 1 5 1 4 5

5

Possible answers are given. Possible explanation: the sum of two numbers will be odd if exactly one of the numbers is odd.

4

even even even odd odd odd

2 4 3 5 3

COMMON ERRORS

1 2

1 1

1 3 3 1

10 10

1 5 5 1

6 4 1

4

1 1

Advanced Learners

Lesson 1.1 6

Error Students write the second addition sentence for a sum incorrectly.

Example

In Activity 2, students write 4 + 1 = 5 and 5 + 1 = 4.

Springboard to Learning Remind students that they can use the Commutative Property of Addition to write the other addition sentence. Have students circle the sum and underline the addends. Then, they simply reverse the order of the addends. They can check that their answers are correct by using the addition table.

Activity 2

Have students complete the activity. Be sure that students understand the Commutative Property of Addition, also called the Order Property of Addition.

• Look at the pairs of addition sentences you wrote for the sum of 5. Does the order in which you add the numbers matter?

Explain. Possible answer: no; I can add the numbers in any order and still get the same sum.

Point out that every number in the addition table can be represented by an addition sentence, but the two numbers can be added in a different order to ﬁnd the same sum.

• Choose a sum other than 5. Use the addition table and your MathBoard to write examples of number sentences that show that the order in which you add numbers does not matter. Answers will vary.

Possible answer: for a sum of 12, I can write 9 + 3

= 12 and 3 + 9 = 12, or 8 + 4 = 12 and 4 + 8 = 12.

Provide each student with a copy of an addition table. Ask students to fold their addition tables along the diagonal from top right to bottom left to see that the sums match exactly. This will help students recognize that the order of the addends does not matter because the sum does not change.

Activity 3

Review the meaning of even and odd with students. You can show whether a number is odd or even by using counters to model the number. If the counters can be paired into groups of 2, the number is even. If you cannot, the number is odd. You may also ﬁnd it helpful to model the sums in the activity using counters in order to see when the sum is odd or even.

HandsOn

Visual Individual

• Display the arrangement of numbers (Pascal’s Triangle) shown on the right.

• Ask students to look for patterns in the diagram. Encourage them to ﬁnd the relationship between a number and the numbers in the horizontal row above it. Students should identify

that the numbers 2, 3, 4, 5, 6, and 10 are the sums of the closest two numbers in the row above.

• Display the next row of Pascal’s Triangle for students:

1,___, 15,___, ___, 6, 1

• Challenge students to ﬁnd the missing numbers using the patterns they found. 6; 20; 15

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EXPLAIN

3

MathTalk MATHEMATICAL PRACTICES 2

Share and Sh Share and Sh

Share and Show ^MATHBOARD MATH BOARD

Chapter 1 • Lesson 1 7 Name

2. 8 + 5 = _ _+ _= _

3. 7 + 9 = _ _+ _= _

4. 10 + 4 = _ _+ _= _

5. 8+ 1 __ ^6.³+ 9 __ ^7.⁴+ 8 __

Use the addition table on page 6 for 1–9.

1. Complete the addition sentences to show the Commutative Property of Addition.

3+ _= _ 4 + _= _ Find the sum. Then use the Commutative Property of Addition to write the related addition sentence.

Is the sum even or odd? Write even or odd.

OqnakdlRnkuhmf¤@ookhb`shnmr OqnakdlRnkuhmf¤@ookhb`shnmr

Reason Abstractly Explain why you can use the Commutative Property of Addition to write a related addition sentence.

8. ^SMARTER Look back at the shaded

diagonals in Activity 2. Why does the orange diagonal show only odd numbers? Explain.

9. ^DEEPER Find the sum 15 + 0. Then write the name of the property that you used to find the sum.

10. ^SMARTER Select the number sentences that

show the Commutative Property of Addition. Mark all that apply.

^A 27 + 4 = 31 ^C 27 + 0 = 0 + 27

B 27 + 4 = 4 + 27 ^D 27 + (4 + 0) = (27 + 4) + 0

13

4 7 3 7

5 8 13 9 7 16 4 10 14

odd even

Possible explanation: for each sum, one addend is even and one is

odd. The sum of an even and an odd number is always odd.

15; Identity Property of Addition

even

16 14

Possible explanation: the property allows you to write the addends in a different order to get the same sum.

Quick Check

If

R t I R

1

R

2 3

Then

ELABORATE

4

Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.

7 Chapter 1

SMARTER

DEEPER

Students may beneﬁt from reviewing the addition chart on page 6 to understand the result of adding 0 to a number.

SMARTER

Students must analyze each number sentence to determine whether the order of the

addends is different. Students who incorrectly answer 10a and 10d may not remember that the Commutative Property of Addition refers to the order of the addends.

a student misses the checked exercises

Differentiate Instruction with • Reteach 1.1

• Personal Math Trainer 3.OA.D.9 • RtI Tier 1 Activity (online)

Share and Show

^MATH^BOARD^M^B^M^BOARD^MATH^BOARD^M^B^M^M^B^B^MATH^BOARD^M^MA^BOARD^BOARDÂÂÂTHÂTHÂÂÂÂÂÂÂÂÂTÂÂÂÂ^TH^T^H

Students may wish to shade parts of rows and columns of the addition table on page 6 to help them identify addends and sums.

Use the checked exercises for Quick Check.

Math on the Spot Video Tutor

Use this video to help students model and solve this type of Think Smarter problem.

Problem Solving • Applications

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1 1 MATHEMATICAL PRACTICES .0%&-t3&"40/tM",&4&/4&

8

Sense or Nonsense?

11. MATHEMATICAL

PRACTICE 3 Make Arguments Whose statement makes sense?

Whose statement is nonsense? Explain your reasoning.

• For the statement that is nonsense, correct the statement.

The sum of an even number and an even number is even.

Joey’s Work Kayley’s Work

odd + odd = odd 5 + 7

I can circle pairs of tiles in each addend and there is 1 left over in each addend. So, the sum will be odd.

even + even = even 4 + 6

I can circle pairs of tiles with no tiles left over. So, the sum is even.

The sum of an odd number and an odd number is odd.

The sum of an odd number and an odd number is even.

Joey’s statement is nonsense because

the two left over tiles can be paired.

5 + 7 = 12; 12 is an even number.

Kayley’s statement makes sense because

there are no left over tiles. 4 + 6 = 10;

10 is an even number.

EVALUATE

5

^Formative^Assessment

Activities Block It Out!

(BNFT

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIES D

Lesson 1.1 8

Essential Question

Using the Language Objective

Reﬂect Have students work in pairs to answer the Essential Question.

How can you use properties to explain patterns on the addition table? Possible answer:

I can use the Identity Property to show that I can add 0 to any number and I will get the number as the sum. I can use the Commutative Property to show that the order of addends doesn’t matter when I ﬁnd a sum in the addition table.

Math Journal

^WRITE

^Math

Write the deﬁnitions of the Identity Property of Addition and the Commutative Property of Addition. Use the addition table to provide examples of each.

Sense or Nonsense?

MATHEMATICAL PRACTICES

MP3 Construct viable arguments and critique the reasoning of others.

Exercise 11 requires students to use their knowledge of odd and even numbers in order to analyze students’ work.

• Why do Joey and Kayley both circle pairs of tiles in the addends? Possible answer: each pair of tiles represents an even number.

• Joey’s work shows 1 left-over tile in both addends. How many left-over tiles are there altogether? two

• Does Joey’s statement make sense?

Explain. No; possible explanation: the 2 left-over tiles can be paired. So, the sum is even and Joey’s statement does not make sense.

Students complete blue Activity Card 1 by representing numbers with base-ten blocks.

Students skip count on a hundred chart to practice place value.

Games

Addition Bingo

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Extend the Math Activity

Problem Solving Problem Solving Name

Chapter 1 9

Number Patterns

Find the sum. Then use the Commutative Property of Addition to write the related addition sentence.

1. 9 + 2 = _ _ + _ = _ 2. 4 + 7 = _ _ + _ = _

3. 3 + 10 = _ _ + _ = _ 4. 6 + 7 = _ _ + _ = _

5. 8 + 9 = _ _ + _ = _ 6. 0 + 4 = _ _ + _ = _

7. 5 + 2 __

10. 5 + 5 __

8. 6 + 4 __

11. 3 + 8 __

9. 1 + 0 __

12. 7 + 7 __

13. Ada writes 10 + 8 = 18 on the board.

Maria wants to use the Commutative Property of Addition to rewrite Ada’s addition sentence. What number sentence should Maria write?

14. Jackson says he has an odd number of model cars. He has 6 cars on one shelf and 8 cars on another shelf. Is Jackson correct? Explain.

15. WRITE Math Write the definitions of the Identity Property of Addition and the Commutative Property of Addition. Use the addition table to provide examples of each.

Is the sum even or odd? Write even or odd.

11

2 9 11

COMMON CORE STANDARD—3.OA.D.9 Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Lesson

1.1

Practice and Homework

8 + 10 = 18

Check students’ work.

odd even odd

even odd even

11 13 4

17 13

13

7 6

17

9 8

11

7 4

13

10 3

4

4 0

No, he is not correct; 6 + 8 = 14, which is an even number.

9 Chapter 1

Identifying Patterns Within Patterns

Materials Hundred Chart (see eTeacher Resources), crayons

This activity provides students with an opportunity to extend their understanding of patterns, and to connect understanding of even and odd numbers with patterns on a hundred chart.

Investigate Students will work with a partner to create and identify patterns. Encourage students to be creative in the patterns they choose.

• One student records the ﬁrst ﬁve numbers of a pattern by shading the boxes of the numbers on a hundred chart. The other partner states the pattern, and then extends the pattern as far as possible on the hundred chart. Partners then analyze the pattern to see the relationship of even and odd numbers to the pattern,

and the relationship of the digits within the pattern numbers.

• For example, one partner might record the pattern 5, 16, 27, 38, 49. The second partner might identify the pattern as add 11 and shade the boxes for 60, 71, 82, and 93. Together, partners would see that numbers in the pattern alternate between even and odd, and that the difference between the tens digit and ones is ﬁrst 5, and then increases to 6.

• Students take turns providing the pattern, and identifying and extending the pattern. Students might use a different color crayon to record different patterns on the same chart.

Summarize Ask students how their patterns might change if they started with a different number. Ask how starting with an even or odd number might affect the pattern.

Practice and Homework

Use the Practice and Homework pages to provide students with more practice of the concepts and skills presented in this lesson.

Students master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to

determine student’s understanding of content for this lesson. Encourage students to use their Math Journals to record their answers.

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Personal Math Trainer FOR MORE PRACTICE

GO TO THE 7

6 5 4 3 2 1

0 Juan Bob Maria Alicia Students

Books Read

10

Spiral Review(Reviews 2.MD.A.3, 2.MD.C.8, 2.MD.D.10)

Lesson Check(3.OA.D.9)

5. Who read the most books?

6. Who read 3 more books than Bob?

3. Amber has 2 quarters, 1 dime, and 3 pennies. How much money does Amber have?

4. Josh estimates the height of his desk.

What is a reasonable estimate?

1. Marvella writes the addition problem

5 + 6. Is this sum even or odd?

2. What related number sentence shows the Commutative Property of Addition?

3 + 9 = 12

Use the bar graph for 5–6.

Juan

Possible answer: 2 feet odd

63¢

9 + 3 = 12

Alicia

Connecting Math and Science

You are familiar with Earth, the sun, and the moon.What are some other objects that are a part of the solar system?

Active Reading

Active ReadingAs you read this page, circle the name of a smaller object in the solar system.

Earth and millions of other objects make up our solar system. A solar system is made up of a star and the planets and other bodies that revolve around it. The sun is the star at the center of our solar system.

Our solar system has eight planets.

In distance from the sun, they are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. A planet is a large round body that revolves around a star in a clear orbit.

The solar system has smaller objects, too. A comet is a ball of rock and frozen gases. Astronomers think that trillions of comets orbit the sun in areas at the edge of the solar system.

The inner planets are those closest to the sun—Mercury, Venus, Earth, and Mars. Earth is the largest and densest of the inner planets.

As a comet approaches the sun, the sun’s heat turns the comet’s frozen parts into gas. This gas may look like a fiery tail streaming away from the sun. The tail of a comet can be much longer than the comet itself.

Mars

Venus

Mercury Earth

Images not to scale

410

S.T.E.M. Activity

Name

S.T.E.M. Activity 97 Chapter 1

Develop Vocabulary 1. Write the definition using your own words.

In Our Corner of Space

Develop Concepts

2. Which characteristics do astronomers use to classify the different bodies found in the solar system?

3. Draw the sun and planets. Make sure that they are in their correct positions in relation to the sun.

solar system:

planet:

Use with ScienceFusion pages 410–413.

A solar system is the name for the collection of the planets, and other

A planet is any large, round body that revolves around a star with a clear orbit.

Astronomers use size, shape, composition of the object, the type of orbit that it has, and

Students’ drawings should show each of the eight planets in the order of their position from the sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. The planets should resemble the art on the activity pages in their relative size.

bodies that revolve around a star. In our solar system, the sun is our star and there are eight planets, including Earth, that revolve around the sun.

its location in the solar system to classify a body found in the solar system.

98

Summarize Do the Math!

4. Look at the table below that tells each planet’s distance from the sun, and use it to answer the questions.

5. How much farther from the sun is Mars than Earth?

6. How much farther from the sun is Jupiter than Mercury?

7. List the planets in the table in order from the closest to the farthest from the sun.

Which planet in the table is farthest from the sun?

8. Venus is 50 million km from Mercury. What is Venus's distance from the sun?

9. Create a two-column chart and compare the different characteristics of inner and outer planets.

Earth 150 million km Mars 228 million km

Jupiter 778 million km Mercury 58 million km

Inner Planets Outer Planets

Mars is 78 million km farther from the sun than Earth is.

Jupiter is 720 million km farther from the sun than Mercury is.

Mercury, Earth, Mars, then Jupiter; Jupiter is the farthest planet from the sun.

Venus is 108 million km from the sun.

revolve quickly and are closer to the sun revolve slowly and are farther from the sun have hard, rocky surfaces have surfaces made of gas and ice

are warmer are colder

In Chapter 1, students extend their understanding of addition and subtraction within 1,000, such as using place values to add or combining place values to subtract. These same topics are used often in the development of various science concepts and process skills.

Help students make the connection between math and science through the S.T.E.M. activities and activity worksheets found at www.thinkcentral.com. In Chapter 1, students connect math and science with the S.T.E.M. Activity In Our Corner of Space and the accompanying worksheets (pages 97 and 98).

Through this S.T.E.M. Activity, students will connect the GO Math! Chapter 1 concepts and skills with various addition and subtraction skills, including ﬁnding the distance between a planet and the Sun.

It is recommended that this S.T.E.M. Activity be used after Lesson 1.11.

Lesson 1.1 10 Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage students in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.