S11_BD_MS_PG (Mississippi Buckle Down Program Guide)
S ’ E M I T ! G N I K TIC n o t u O s s i M t ’ n Do
MISSISSIPPI
Spring 2011 • Grades 2–8
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2 Resources! Buckle Down Grades 2–8
Buckle Down Online
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Grades 3–8
Monitor Student Progress with the Click of a Mouse
A Kid-Friendly Workbook That Paves the Way to MCT2 Success
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BreakAway Grades 3–8
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Help Struggling Students Reach Grade-Level Proficiency
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Math Problem Solving Grades 3–8
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Teach Students Effective Problem-Solving Strategies
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Master Standards-Aligned Concepts with Buckle Down! Completely aligned to the Mississippi Curriculum Framework & DOK Levels! Buckle Down logically walks students through the learning process: it gauges where students are with concepts now, reviews key concepts they must know with student-friendly instruction, and provides authentic assessments.
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Browse our books...and turn for more! Lesson 5: Computing with Polynomials Objectives: 1c
TABLE OF CONTENTS
Lesson 5: Computing with Polynomials
Introduction ........................................................................................ 1 Test-Taking Tips ..................................................................... 3
In this lesson, you will find the greatest common factor and least common multiple of two or more monomials. You will also review the four basic operations with monomials and polynomials of varying terms.
Part One—Reading
Monomials
Unit 1 – Vocabulary Basics ................................................................. 5
Standards are called Lesson 1: What’s the Word? ................................................. 6 Objectives: 5.1.b, 5.1.c, 5.1.d, 5.1.e out in the Table of Lesson 2: Taking Words Apart............................................ 17 Contents and at the Objectives: 5.1.a, 5.1.b top of each page for Unit 2 – Reading and Understanding .............................................. 27 easy reference.
A monomial is a constant, a variable, or the product of one or more constants and one or more variables.
Greatest Common Factor A factor of a real number is any real number that divides the real number evenly (with no remainder). The greatest common factor (GCF) of two or more real numbers is the greatest real number that divides each of the real numbers evenly.
Lesson 3: What’s the Big Idea?........................................... 28 Objectives: 5.2.a.1, 5.2.a.4, 5.2.b.1, 5.2.c
Example
Lesson 4: Details, Details, Details ....................................... 39 Objectives: 5.2.a.1, 5.2.b.1
Find the GCF of 54 and 225.
Lesson 5: Critical Reading Skills ......................................... 50
List the factors of each and choose the greatest number in both lists.
Objectives: 5.2.a.3, 5.2.b.2, 5.2.b.3, 5.2.b.4, 5.2.b.5
factors of 54: 1, 2, 3, 6, 9, 18, 27, and 54
Unit 3 – Beyond the Basics ............................................................... 67
factors of 225: 1, 3, 5, 9, 15, 25, 45, 75, and 225
Lesson 6: Made-Up Stories ................................................. 68 Objectives: 5.2.a.4, 5.2.b.5, 5.2.d.1, 5.2.d.2
The GCF of 54 and 225 is 9.
Lesson 7: Words That Sing.................................................. 82 Objectives: 5.1.e, 5.2.a.4, 5.2.d.2, 5.2.d.3 © 2008 Buckle Down Publishing. COPYING IS FORBIDDEN BY LAW.
© 2008 Buckle Down Publishing. COPYING IS FORBIDDEN BY LAW.
Lesson 8: Getting to Know the Author ............................. 93 Objectives: 5.2.d.4, 5.2.e.1, 5.2.e.2
Unit 4 – Information Resources ..................................................... 109 Lesson 9: Information You Can See ................................. 110 Objective: 5.2.a.1
Lesson 10: Finding Information ....................................... 118 Objectives: 5.1.f, 5.2.a.1, 5.2.a.2, 5.3.f, 5.3.f.1, 5.3.f.2, 5.3.f.3
Unit 4 MCT2 Practice ........................................................ 129 Part Two—Writing Unit 5 – The Writing Process .......................................................... 131 Lesson 11: Planning Your Writing.................................... 132
You can also find the GCF of two or more monomials (single-term expressions). First, find the GCF of the coefficients of each monomial. Then find the variable(s) that is/are common to each monomial. If there are any variables that are common, find how many factors of that variable the monomials share.
Example Find the GCF of 12x 3y 6z 2 and 16x 2z 5.
Lessons begin with a clear explanation of a concept Notice that both x and z are common to both monomials ( y is found only and showof students valuable in 12x 3y 6z 2). The first monomial has three factors of x and two factors z, while the second monomial has two factors of x and five factors of z. problem-solving strategies. 2 2 The GCF of 12 and 16 is 4.
So, x z is common to both monomials.
The GCF of 12x 3y 6z 2 and 16x 2z 5 is 4x 2z 2.
Objective: 5.3.a.1
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Thorough & Practical Instruction Unit 1 – Words at Work
Lesson 4: Expressions, Equations, and Inequalities
Objectives: 3.1.c
Objectives: 2b
Distributive Property
TIP 2: Suffixes do not change the meaning of root words. Suffixes are letters added to the end of a root word. Suffixes are a kind of affix. Adding a suffix does not change the meaning of the root word. Here’s an example of adding a suffix: kind (root word)
+
ness
=
The distributive property relates multiplication to addition or subtraction. The property states that everything inside the parentheses is multiplied by whatever is outside the parentheses.
kindness
(suffix)
Starting with kind and adding -ness didn’t change the meaning very much. Someone who is kind shows kindness. The following are some suffixes you may already know:
a(b 1 c) 5 a • b 1 a • c
a(b 2 c) 5 a • b 2 a • c
10(4 1 1) 5 10 • 4 1 10 • 1
6(3 2 2) 5 6 • 3 2 6 • 2
10(5) 5 40 1 10 50 5 50
Suffix
Helpful tips guide students -able through the lessons with -en easy-to-read explanations of the concepts.
Meaning
DOK 1
6(1) 5 18 2 12 656
Example
Practice
able to be
love able lovable
having the nature of, to make or become
gold en golden short en shorten
-er
one who does, that which
teach er teacher long er longer
1. (9 1 20) 1 8 5 ___ 1 (20 1 8)
5. 13 • (8 • 17) 5 (13 • 8) • ___
-ence/-ance
state of being
differ ence difference import ance importance
2. 4(27 2 15) 5 (4 • ___) 2 (4 • ___)
6. 19 • ___ 5 9 • 19
-er
more
fast er faster
-est
most
fast est fastest
3. 31 1 89 5 ___ 1 31
7. (7 • 2) 1 (7 • 11) 5 7(___ 1 11)
-ful
full of
beauty ful beautiful neighbor hood neighborhood child hood childhood
4. (93 1 17) • 3 5 (93 • ___) 1 (17 • 3)
8. (4 2 29)16 5 (4 • 16) 2 (___ • 16)
-hood
group of, state of
-ish
having the nature of
fool ish foolish
-ist
one who
art ist artist
-less
without
help less helpless
-ly
in such a way
sad ly sadly
-ment
in a state of
excite ment excitement
-ness
in a quality of or state of
silly ness silliness
-ous
having a condition of or state of
danger ous dangerous
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© 2008 Buckle Down Publishing. COPYING IS FORBIDDEN BY LAW.
Directions: For Numbers 1 through 8, use the commutative, associative, and distributive properties to fill in the missing number(s).
Directions: For Numbers 9 through 12, use the indicated property to rewrite the expression. 9. distributive property, (6 2 12) • 4 5 ________________________________________ 10. associative property, (13 • 4) • 9 5 _________________________________________
Practice questions 11. commutative property, 17 • 9 5 ____________________________________________ 12.
within each lesson give students an opportunity to immediately associative property, 8 1 (6 1 2) 5 _________________________________________ apply new skills.
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Cryst al lizes Concepts for Students Lesson 8: Geometric Concepts
R
Objectives: 3e
MCT2 Practice
Nets A solid is a three-dimensional figure that has length, width, and height. The net of a solid is a two-dimensional representation that shows the figure unfolded on a flat surface. When working with three-dimensional objects, nets can be used to help visualize and make measurements or computation easier. The following chart shows each three-dimensional figure paired with its net.
Answer Numbers 1 through 10.
1.
Based on the affix dis-, which word means the same thing as disagree?
Prisms
A. Always agree
base
base
B. Never agree
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base
C. Mostly agree
base
D. Not agree
Triangular Prism
Rectangular Prism
• 2 triangular bases • 3 rectangular faces
• 2 rectangular bases • 4 rectangular faces Pyramids
2.
Which of the following is a compound word? F.
Animals
Cumulative review G. Usually questions reinforce skills Honeybees covered in eachH. lesson.
Which of the following is NOT a compound word? A. Airplane B. Doghouse C. Highlight D. Wonderful
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3.
Northern
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J.
base
base
Triangular Pyramid
Rectangular Pyramid
• 1 triangular base • 3 triangular faces
• 1 rectangular base • 4 triangular faces
Cylinder
Cone
base base
• 2 circular bases
base
• 1 circular base
121
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Stimulating graphics and clear examples grab students' interest.
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Benchmark P rogress & Drive Instruction with This User-Friendly P rogram! Power up your MCT2 skills practice! Buckle Down Online is an interactive, Web-based program that maximizes instructional time with extensive reporting and an easy-to-use format. You can follow progress at any point on any skill—a key time-saver for teachers! • I nstant scoring of our authentic MCT2 practice tests Automated, Customized Practice
uto-generated, customized skills practice •A for students, based on individual needs eal-time reports that show student •R performance and progress at a glance og-in access from any computer—no •L software to install
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TOPICS ALIGNED to the Mississippi Curriculum Framework & DOK Levels Buckle Down Online, Student
Homepage, Grade 7, Language Arts
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Skills on the reports directly correlate to standards covered on the MCT2. Teachers and administrators can view suggested Buckle Down remediation resources for skills students struggled with.
Pretest results point kids to areas where they need help.
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State Standards
7 Try Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Word Power Chunking Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 BreakAway to Success Level 1 Introducing Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Level 2 Identifying Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Level 3 Understanding Sequence . . . . . . . . . . . . . . . . . . . . . . . 15 Use Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 2 • Main Ideas and Details . . . . . . . . . . . . . . . . . . . . . . .
21 Try Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Word Power Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 BreakAway to Success Level 1 Introducing Main Idea and Details . . . . . . . . . . . . . . . . 23 Level 2 Identifying Main Idea and Details . . . . . . . . . . . . . . . . . 27 Level 3 Understanding Main Idea and Details . . . . . . . . . . . . . 29 Use Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson 3 • Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.a.3 (DOK 2), 2.b.2 (DOK 2); 2.c (DOK 2); 2.d.1 (DOK 3); 3.a.1 (DOK 3)
1
Perimeter Think About It
Use Syllabication Types 1.a (DOK 1); 2.b.1 (DOK 2); 2.c (DOK 2); 2.d.1 (DOK 3); 3.a.1 (DOK 3)
Perimeter is the distance around a figure.
RL.4.1, 2, 3; RI.4.1, 2, 8; L4.6
8 units
It is expressed in linear units. To find the perimeter of the rectangle on the right, you can count the units on each side. Think of walking around the figure.
6 units
Across the top: 1, 2, 3, 4, 5, 6, 7, 8. Along the right side: 9, 10, 11, 12, 13, 14. 1.e (DOK 2); 1.g (DOK 1); 2.b.4 (DOK 2); 2.b.5 (DOK 2); 3.a.1 (DOK 3)
The Mississippi and Common Core State Standards are clearly mapped out in the Lesson 4 • Cause Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table of Contents forand easy Try Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Word Power Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lesson planning.
49 49 50
BreakAway to Success Level 1 Introducing Cause and Effect . . . . . . . . . . . . . . . . . . . Level 2 Identifying Cause and Effect . . . . . . . . . . . . . . . . . . . . Level 3 Analyzing Cause and Effect . . . . . . . . . . . . . . . . . . . . . Use Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.d (DOK 2); 1.e (DOK 2); 2.a.3 (DOK 2), 2.b.3 (DOK 2); 3.a.1 (DOK 3)
51 55 57 61
63 Try Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Word Power Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 BreakAway to Success Level 1 Introducing Compare and Contrast . . . . . . . . . . . . . . . 65 Level 2 Comparing and Contrasting . . . . . . . . . . . . . . . . . . . . . 69 Level 3 Analyzing Comparisons and Contrasts . . . . . . . . . . . . 71 Use Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
B r e a k a wa y
Find Perimeters of Rectangles, Squares, and Triangles
35 Try Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Word Power Use a Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 BreakAway to Success Level 1 Introducing Context Clues . . . . . . . . . . . . . . . . . . . . . . 37 Level 2 Finding Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . 41 Level 3 Using Context Clues to Make Meaning . . . . . . . . . . . . 43 Use Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 5 • Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . .
Lev e l
RL.4.3; RI.4.3, 4; L.4.6
L.4.4a, 4c, 6
Each side is 1 unit long.
Along the bottom: 15, 16, 17, 18, 19, 20, 21, 22. Along the left side: 23, 24, 25, 26, 27, 28. The perimeter is 28 units.
The top is the same length as the bottom. One side is same length as the other side.
You can also add the lengths of all the sides to find the perimeter (P ). P58161816
1.d (DOK 2); 1.e (DOK 2); 2.a.3 (DOK 2), 2.d (DOK 3); 3.a.1 (DOK 3)
RI.4.5; L.4.5c, 6
P 5 28 The perimeter is 28 units.
RI.4.4, 5; L.4.5c, 6
Duplicating any part of this book is prohibited by law.
Lesson 1 • Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Common Core Standards
Try It Find the perimeter of the square.
Find the perimeter of the triangle.
1.
2.
5 units
Tip
P55151 P5
10 cm
units
Three levels within the lessons provide students with support 10 cm as they move up to grade level.
12 cm
1 P5
Duplicating any part of this book is prohibited by law.
!
Table of Contents
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106 • Lesson 8: Perimeter and Area
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STUDENT WORKTEXTS:
step-by-step process equips students with •A the tools and strategies they need to master word problems • Independent and guided practice that requires students to show their work
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Lesson
Strategy Focus
14 Make a Table
Apply Your Skills Solve the problems.
2 Sam made three pyramid models. One is square. One is
MATH FOCUS: Solid Figures
pentagonal. One is hexagonal. Sam wants to see if there is a relationship between the number of faces and the number of vertices in a pyramid. Is there a relationship? If so, what is it?
Learn About It Read the Problem
▲
Len made models of a triangular prism and a triangular pyramid. Both solid figures have a triangle as a base. Which solid figure has more faces? Does the triangular prism have more edges, or more vertices? What about the triangular pyramid?
Strategy Focus: Written in language kids can understand and in a tone that speaks on their terms, strategies become usable!
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Pyramid Number of Faces Number of Vertices
Square
Pentagonal
5 5
6 6
Hint You can draw on the diagrams to help you count. Ask Yourself
Hexagonal
7 7
What is the pattern?
Answer Yes; the number of faces and the number of vertices are the same.
Triangular Prism
Compare Look at each solid figure again. How does the number of edges compare to the number of faces or vertices?
Triangular Pyramid
Reread Ask yourself these questions.
Sample Answer: There are more edges than faces or vertices.
What is the problem about? A triangular prism and a triangular pyramid
3 Nets for some solid figures are shown in the table. Suppose
What questions am I asked to answer? Which solid figure has more faces? Does each solid figure have more edges, or more vertices?
●
Mark the Text
you use the nets to build models of the shapes. Complete the table. How are the shapes alike? How are they different?
Search for Information
Net of the Solid Figure
Read the problem again. faces
I need the number of prism.
edges and vertices
in the triangular
I need the number of pyramid.
edges and vertices
in the triangular
Number of Faces
in each solid figure.
Description of Faces
Unit 4
OT112_Mth_G4_SE_PDF Round.indd 120
5 2 triangles, 3 rectangles
7 2 pentagons, 5 rectangles
8 2 hexagons, 6 rectangles
The solid figures are all prisms. The faces that are not
Yourself Apply Your Skills sections What twoensure that students grasp dimensional shapes the strategy behind the are the faces of each prism? solution with helpful hints and plenty of practice.
Answer rectangles are different for each solid figure. Determine
Find a strategy that helps you use this information to solve the problem.
120
Hint Think about cutting out and folding the figure along the dotted lines. Ask
Record What do you need to find to answer the questions?
I need the number of
▲
●
What is another question this problem could ask?
Sample Answer: Which prism has the greatest number of faces?
Using Geometry
Lesson 14 Strategy Focus: Make a Table
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BHB-323NATG
5
BHB-324NATG
6
BHB-325NATG
6
BHB-MSW2048W1
7
BHB-MSW2050W1
8
BHB-MSW2052W1
MCT2 Buckle Down Online, Math
3
BHB-MSW2058W1
4
BHB-MSW2060W1
5
BHB-MSW2062W1
(up to 60 students)
6
BHB-MSW2064W1
Buckle Down Online license valid for one year from date of purchase. Expiration date provided on activation email.
7
BHB-MSW2066W1
7
BHB-326NATG
8
BHB-MSW2068W1
8
BHB-327NATG
$49.99 each
Mail: Buckle Down P.O. Box 1270 Littleton, MA 01460-4270
BHB-322NA
Buckle Down Online license valid for one year from date of purchase. Expiration date provided on activation email.
$299 $199 per teacher
Fax: 877-365-0111
3
(up to 60 students)
Special Intro Price:
Phone: 800-776-3454
4
BHB-MSW2046W1
Strategies for Success: Math Problem Solving Teacher’s Guide
Ordering Is Easy!
Payment Options We accept completed and valid purchase orders, checks drawn on a U.S. bank, or MasterCard®, Visa®, or American Express® credit cards. Shipping charges must be included.
5
$299 $199 per teacher
BUCKLE DOWN ONLINE
BHB-MS02042S1
4
MATH PROBLEM SOLVING
BUCKLE DOWN
Free
Teacher’s Guide with every 25 student sets
3
BREAKAWAY
MCT2 Buckle Down, Language Arts
Mississippi Buckle Down Ordering Information Grade Item # BreakAway to Mississippi Reading Success 2 BHB-MS02040S1
800-776-3454 • buckledown.com
S11_BD_MS_PG (Mississippi Buckle Down Program Guide)
If tax-exempt, please include a copy of exemption certificate.
Offer expires July 15, 2011. Use code BHB when you order online, submit your school P.O., or call toll free. 15 S11_MS_BD_PG.indd 15
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S11_BD_MS_PG (Mississippi Buckle Down Program Guide)
1 Distribution Center Circle, Suite 200 Littleton, MA 01460-4270
Use
PRSRT STD U.S. Postage Paid Wayne, N.J. Permit No. 1104
Year -End Funds
NOW SAVE 10%! &
See Inside.
ORDER TODAY!
QUESTIONS?
Phone: 800-776-3454 · Fax: 877-365-0111 Buckle Down, P.O. Box 1270, Littleton, MA 01460-4270
Contact Your Educational Sales Consultants: 888-345-5047
www.buckledown.com/MS
LORYN WHITTINGTON lwhittington@buckledown.com
For more complete ordering information, please see p. 15.
ELLEN HOPE MESHNICK emeshnick@buckledown.com
S11_MS_BD_PG.indd 16
BDS11MS
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