Teaching the Lesson materials

Key ActivitiesStudents use the World Tour section of the Student Reference Book to look up population,area, and climate data for countries and capitals of Europe. They identify the maximum and minimum values for each count or measure. They compare counts and measures by comparing the initial digits of the numbers.

Key Concepts and Skills• Read and write large numbers. [Number and Numeration Goal 1]• Develop the meaning of percent as per 100. [Number and Numeration Goal 5]• Compare large numbers. [Number and Numeration Goal 6]• Use a table of information. [Data and Chance Goal 2]

Ongoing Learning & Practice materialsStudents continue their World Tour by traveling from Cairo, Egypt, to Budapest, Hungary. They update their Route Map and complete the Country Notes for Hungary. Students who are keeping a Route Log update it.

Students practice and maintain skills through Math Boxes and Study Link activities.

Ongoing Assessment: Recognizing Student Achievement Use journal page 135. [Number and Numeration Goal 6]

Differentiation Options materials

Students play Number Top-It to practicecomparing numbers.

Students play High-Number Toss to practicecomparing numbers.

� Student Reference Book, pp. 252and 255

� Game Masters (Math Masters,pp. 487, 492, 493, and 506)

� per partnership: 4 each of number cards 0–9 and 1 six-sided die

� tape

See Advance Preparation

EXTRA PRACTICEREADINESS

3

� Math Journal 1, pp. 135, 171–173,178, and 179

� Student Reference Book� Study Link Master (Math Masters,

p. 172)� Teaching Aid Masters (Math Masters,

pp. 419–421; optional)

2

� Math Journal 1, p. 134� Student Reference Book, p. 294

(optional) and p. 304� Study Link 5�10� Teaching Aid Master (Math Masters,

p. 426; optional)� slate

1

Objective To guide students as they look up and compare

numerical data, including geographical measurements.

Technology Assessment Management System

Math Boxes, Problems 2a–2dSee the iTLG.

Additional InformationAdvance Preparation For the optional Readiness activity in Part 3, make a place-value matby taping together Math Masters, pages 492 and 493.

Lesson 5�11 373

374 Unit 5 Big Numbers, Estimation, and Computation

� Math Message Follow-Up(Student Reference Book, p. 304)

Social Studies Link On the board, draw a unit box like theone in the margin. Write the names and heights of Everest

and K-2, and underline the digit in the ten-thousands place ineach numeral.

Everest 29,028K-2 28,250

Point out that this digit (2) is the same for both numbers, so itcannot be used to decide which mountain is higher.

Now underline the second digit (thousands) in each numeral. Usea double underline, because these digits are different. Everest hasone more thousand than K-2. So Everest is higher.

Everest 29,028K-2 28,250

The remaining 3 digits in each number can be ignored, becausethey are in the hundreds or smaller. Only the first 2 digits (theten-thousands and thousands digits) are needed to determine thatEverest is higher than K-2.

Repeat this routine by comparing the heights of K-2 andKanchenjunga and then the heights of Lhotse I and Makalu I.

WHOLE-CLASS

ACTIVITY

1 Teaching the Lesson

Getting Started

Mental Math and Reflexes Write pairs of numbers on the board. Students record the larger number on their slates. Suggestions:

3,482 and 3,982 3,982 35,281 and 34,975 35,281 984,063 and 984,065 984,0656,005 and 6,500 6,500 78,004 and 78,400 78,400 1,239,462 and 1,239,362 1,239,4628,600 and 8,599 8,600 238,756 and 209,899 238,756 5,400,780 and 5,410,780 5,410,780

K-2 28,250 Lhotse I 27,923

Kanchenjunga 28,208 Makalu I 27,824

tens digit hundreds digitbreaks the tie breaks the tie

Unit

feet

Math MessageFind the table listing the tallest mountains on page 304 in your Student Reference Book. Which digits tell you that Everest is taller than K-2?

ten thousands thousands hundreds tens ones

Study Link 5�10 Follow-UpHave students compare their rounded numbers forthe census data. Ask which 20-year span showedthe greatest growth. 1980 to 2000

World Tour

Pacific Ocean 64,186,300 12,925Atlantic Ocean 33,420,000 11,730Indian Ocean 28,350,500 12,598Arctic Ocean 5,105,700 3,407South China Sea 1,148,500 4,802Caribbean Sea 971,400 8,448Mediterranean Sea 969,100 4,926Bering Sea 873,000 4,893Gulf of Mexico 582,100 5,297Okhotsk Sea 537,500 3,192

Name

Largest Oceans and SeasArea

(sq miles)Average

Depth (feet)

Sahara Africa 3,500,000Gobi Asia 500,000Libyan Africa 450,000Patagonia S. America 300,000Rub al Khali Asia 250,000Kalahari Africa 225,000Great Sandy Australia 150,000Great Victoria Australia 150,000Chihuahua N. America 140,000

Name Location

Largest DesertsArea

(sq miles)

Everest Nepal–Tibet 29,028K-2 (Godwin-Austen) Kashmir 28,250Kanchenjunga Nepal–India 28,208Lhotse I (Everest) Nepal–Tibet 27,923Makalu I Nepal–Tibet 27,824Lhotse II (Everest) Nepal–Tibet 27,560Dhaulagiri I Nepal 26,810Manaslu I Nepal 26,760Cho Oyu Nepal–Tibet 26,750Nanga Parbat Kashmir 26,660

Name Location

Tallest MountainsHeight(feet)

Nile Africa 4,160Amazon S. America 4,000Chang (Yangtze) Asia 3,964Huang (Yellow) Asia 3,395Ob-Irtysh Asia 3,362Congo Africa 2,900Lena Asia 2,734Niger Africa 2,590Parana S. America 2,485Mississippi N. America 2,340

Name Location

Longest RiversLength(miles)

Superior N. America 31,700Victoria Africa 26,828Huron N. America 23,000Michigan N. America 22,300Tanganyika Africa 12,700Baykal Asia 12,162Great Bear N. America 12,096Malawi (Nyasa) Africa 11,150

Name

Largest Freshwater LakesArea

(sq miles)

Africa Mt. Kilimanjaro, Tanzania 19,340Lake Assal, Djibouti �512

Antarctica Vinson Massif 16,864Bentley Subglacial Trench �8,327

Asia Mt. Everest, Nepal–Tibet 29,028Dead Sea, Israel–Jordan �1,312

Australia Mt. Kosciusko, New S. Wales 7,310Lake Eyre, South Australia �52

Europe Mt. El’brus, Russia 18,510Caspian Sea, Russia-Azerbaijan �92

N. America Mt. McKinley (Denali), Alaska 20,320Death Valley, California �282

S. America Mt. Aconcagua, Argentina 22,834Valdés Penninsula, Argentina �131

Continent

Highest/Lowest Elevation PointsElevation

(feet)Highest/

Lowest Point

Location

Student Reference Book, p. 304

Student Page

134

Traveling to EuropeLESSON

5 �11

Date Time

280297 301

It is time to leave Africa. Your destination is Region 2—the continent of Europe. Youand your classmates will fly from Cairo, Egypt to Budapest, Hungary. Before exploringHungary, you will collect information about the countries in Region 2. You may even decide to visit another country in Europe after your stay in Budapest.

Use the World Tour section of your Student Reference Book to answer the questions.

1. Which country in Region 2 has

a. the largest population?country population

b. the smallest population?country population

c. the largest area?country area

d. the smallest area?country area

Use the Climate and Elevation of Capital Cities table on page 297.

2. From December to February, which capital in Region 2 has

a. the warmest weather?capital country temperatures

b. the coolest weather?capital country temperatures

c. the greatest amount of rain?capital country inches rainfall

d. the least amount of rain?capital country inches rainfall

Use the Population Data table on page 301.

3. Which country in Region 2 has

a. the greatest percent of population ages 0 –14?country percent

b. the smallest percent of population ages 0 –14?country percentItaly 14

Iceland 23

Warsaw Poland 1.2

Rome Italy 3.3

Oslo Norway 32/20°F

Athens Greece 56/45°F

Netherlands 16,000 sq mi.

France 211,200 sq mi.

Iceland 294,000

France 60,424,000

Math Journal 1, p. 134

Student Page

Lesson 5�11 375

Adjusting the Activity

Adjusting the Activity

Links to the Future

Finally, use the Oceans and Seas table shown on the same page ofthe Student Reference Book. Compare the depths of the Indian andArctic Oceans. (You need to look only at the ten-thousands place.)Compare the depths of the Arctic Ocean and the South China Sea.(You need to look only at the thousands place.)

Refer students to Student Reference Book, page 294 for more informationabout how geographical measurements such as heights of mountains, depths ofoceans, and lengths of rivers are obtained.

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

� Looking Up and Comparing Data about the Countries in Europe(Math Journal 1, p. 134; Student Reference Book; Math Masters, p. 426)

Social Studies Link Students complete journal page 134 by looking up the information in the World Tour section ofthe Student Reference Book.

� Country population and area data are listed in the CountryProfiles on pages 279–281.

� Temperature data are listed in the Climate and Elevation ofCapital Cities table on page 297.

� Percent of a country’s population that is 0–14 years old is listedin the Population Data table on page 301.

ELL

Have students shade 10-by-10 grids to interpret the Percent ofPopulation Ages 0–14 data in the table on Student Reference Book, page 301.For example:� The percent of population ages 0–14 for Ethiopia is 47. This means that

47 out of every 100 Ethiopians are 14 years old or younger. Have studentsshade 47 squares on a 10-by-10 grid (Math Masters, page 426). The shaded squares, �1

4070�, represent the percent of the Ethiopian population that is

14 years old or younger.� The percent of population ages 0–14 for the United States is 21. Have

students shade 21 squares on a 10-by-10 grid (Math Masters, page 426).The shaded squares, �1

2010�, represent the percent of the U.S. population that is

14 years old or younger.

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

In Unit 9 of Fourth Grade Everyday Mathematics, students will rename fourths,fifths, tenths, and hundredths as decimals and percents.

INDEPENDENT

ACTIVITY

376 Unit 5 Big Numbers, Estimation, and Computation

STUDY LINK

5�11 Comparing Data

Name Date Time

4

This table shows the numberof pounds of fruit produced by thetop 10 fruit-producing countries in2001. Read each of these numbersto a friend or a family member.

1. Which country produced the most fruit?

2. Which country produced the least fruit?

France

China

4. Which two countries together produced about as much fruit as India? Italy and the United States

Practice

Estimate the sum. Write a number model. Sample answers:5. 687 � 935

6. 2,409 � 1,196 � 1,327

7. 11,899 � 35,201 12,000 � 35,000 � 47,0002,400 � 1,200 � 1,300 � 4,900

700 � 900 � 1,600

Country Pounds of Fruit

Brazil 77,268,294,000

China 167,046,420,000

France 26,823,740,000

India 118,036,194,000

Iran 28,599,912,000

Italy 44,410,538,000

Mexico 34,549,912,000

Philippines 27,028,556,000

Spain 36,260,392,000

United States 73,148,598,000

3. For each pair, circle the country that produced more fruit.

a. India Mexico b. United States Iran

c. Brazil Philippines d. Spain Italy

Math Masters, p. 172

Study Link Master

Math Boxes LESSON

5 �11

Date Time

1. Estimate the sum. Write a number model to show how you estimated.

a. 799 � 11,304 � 48,609

Number model:

b. 4,382 � 6,911 � 7,035

Number model: 4,000 � 7,000 � 7,000 � 18,000

800 � 11,000 � 49,000 � 60,800

3. a. Draw a pair of parallel line segments.

b. Draw a pair of intersecting line segments.

5 6181

18 19

2. Write �, �, or � to make each numbersentence true.

a. 356,789 354,999

b. 670,000 67,000,000

c. 62 million 9,700,000

d. 105,000,000 15,500,000

e. 104 1,000�

�

�

�

�Sample answers:

Sample answer:4. Complete.

Rule: �0.12

94 95 162–166

93

5. Multiply. Use a paper-and-pencil algorithm.

7 � 208 � 1,4566. Which of the angles below has a measure

less than 90 degrees? Circle it.

in out

6.46 6.58

3.08

11.34

25.25

100.1

63.09 63.21

25.37

3.2011.22

99.98Sample answer:

�

Math Journal 1, p. 135

Student Page

� Updating the World Tour(Math Journal 1, pp. 171–173, 178, and 179; Student Reference Book;Math Masters, pp. 419–421)

Social Studies Link Students follow the established WorldTour routine.

� They update the Route Map by drawing a line segment to connect Cairo, Egypt, and Budapest, Hungary.

� They use the World Tour section of the Student Reference Bookto locate facts about Hungary and Budapest and fill in theCountry Notes pages for this country and capital.

� If students are using a Route Log, they update it.

� Math Boxes 5�11(Math Journal 1, p. 135)

Mixed Practice Math Boxes in this lesson are paired withMath Boxes in Lesson 5-9. The skill in Problem 6 previewsUnit 6 content.

Ongoing Assessment:Recognizing Student Achievement

Use Math Boxes, Problems 2a–2d to assess students’ ability to compare numbers up to 1 billion. Students are making adequate progress if they caninsert � and � symbols to make true number sentences. Some students may beable to solve Problem 2e, which involves exponential notation for powers of 10.

[Number and Numeration Goal 6]

� Study Link 5�11(Math Masters, p. 172)

Home Connection Students compare numerical data.They practice reading numbers in the billions.

INDEPENDENT

ACTIVITY

Math Boxes

Problems

2a–2d �

INDEPENDENT

ACTIVITY

INDEPENDENT

ACTIVITY

2 Ongoing Learning & Practice

� Playing Number Top-It(Student Reference Book, p. 255; Math Masters,pp. 492, 493, and 506)

To explore comparing large numbers, have students play NumberTop-It. Players make a place-value mat by taping together MathMasters, pages 492 and 493. Students compare two numbers byseeing them, one under the other, with the same-place digitsaligned. Students compare the values of the aligned pairs of digits,starting on the left. For example:

5,274,906 The millions digits are the same; their value is 5,000,000each.

5,293,881 The hundred-thousands digits are the same; their value is 200,000 each.

The ten-thousands digits are not the same; 90,000 is greater than 70,000, so 5,293,881 is greater than5,274,906.

Have students record a few rounds of play on Math Masters,page 506 and then choose one of the rounds to explain how they knew which number was greater.

� Playing High-Number Toss(Student Reference Book, p. 252; Math Masters, p. 487)

To practice comparing numbers, have students play High-NumberToss. See Lesson 2-7 for additional information.

5–15 Min

PARTNER

ACTIVITYEXTRA PRACTICE

5–15 Min

PARTNER

ACTIVITYREADINESS

3 Differentiation Options

Lesson 5�11 377

ExampleExample

Andy’s number is larger than Barb’s number. So Andy scores 1 point for this round. Barb scores 2 points.

Number Top-It Mat (7-Digit)Hundred Ten

Millions Thousands Thousands Thousands Hundreds Tens Ones

Andy

Barb4

4

7

7

9

9

6

6

7

7

4

4

3

3

5

5

5

5

2

2

2

2

0

0

4

4

1

1

Andy and Barb played 7-digit Number Top-It. Here is theresult for one complete round of play.

Number Top-It (7-Digit Numbers)

Materials � number cards 0–9 (4 of each)� 1 Number Top-It Mat (7-Digit)

(Math Masters, pp. 492 and 493)Players 2 to 5Skill Place value for whole numbers

Object of the game To make the largest 7-digit numbers.Directions

1. Shuffle the cards and place the deck number-side down onthe table.

2. Each player uses one row of boxes on the place-value game mat.

3. In each round, players take turns turning over the top cardfrom the deck and placing it on any one of their empty boxes.Each player takes a total of 7 turns, and places 7 cards on hisor her row of the game mat.

4. At the end of each round, players read their numbers aloudand compare them to the other players’ numbers. The playerwith the largest number for the round scores 1 point. Theplayer with the next-largest number scores 2 points, and so on.

5. Players play 5 rounds for a game. Shuffle the deck betweeneach round. The player with the smallest total number ofpoints at the end of five rounds wins the game.

Games

Student Reference Book, p. 255

Student Page

ExampleExample First three digits Number of zeros

Player 1: 1 3 2 | 6 � 132,000,000 (132 million)

Player 2: 3 5 6 | 4 � 3,560,000 (3 million, 560 thousand)

Player 1 wins.

Games

High-Number Toss

Materials � 1 six-sided die� 1 sheet of paper for each player

Players 2Skill Place value; exponential notation Object of the game To make the largest numbers possible. Directions

1. Each player draws 4 blank lines on a sheet of paper torecord the numbers that come up on the rolls of the die.

Player 1: ______ ______ ______ | ______

Player 2: ______ ______ ______ | ______

2. Player 1 rolls the die and writes the number on any of his orher 4 blank lines. It does not have to be the first blank—it canbe any of them. Keep in mind that the larger number wins!

3. Player 2 rolls the die and writes the number on one of his or her blank lines.

4. Players take turns rolling the die and writing the number 3 more times each.

5. Each player then uses the 4 numbers on his or her blanks to build a number.

♦ The numbers on the first 3 blanks are the first 3 digitsof the number the player builds.

♦ The number on the last blank tells the number of zeros thatcome after the first 3 digits.

6. Each player reads his or her number. (See the place-valuechart below.) The player with the larger number wins theround. The first player to win 4 rounds wins the game.

Hundred Ten Hundred TenMillions Millions Millions , Thousands Thousands Thousands , Hundreds Tens Ones

NoteIf you don’t have a die,you can use a deck ofnumber cards. Use allcards with the numbers1 through 6. Instead ofrolling the die, draw thetop card from thefacedown deck.

Student Reference Book, p. 252

Student Page