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elementary subject overviewMath

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Manipulate. Connect. Solve.BJU Press Math is a comprehension-based math program designed to help students . . .

• Develop an understanding of math

• Build problem-solving/critical-thinking skills

• Achieve accurate and efficient computation

Our Process

ContentsProgram Approach

Comprehension 3

Critical Thinking 5

Computation 7

Biblical Worldview 8

Love for Learning 9

Sample Lesson 10

The Materials 12

Technology Solutions 14

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Program ApproachProgram ApproachComprehensionHow Can We Make Math Easier to Understand?The key to success in math is a strong foundation of number sense and compre-hension of the concepts. Students must have a thorough understanding of the mathematical processes and know how to use the processes to determine an accurate answer. While memorization is a key element in math, a student who tries to survive on memorization alone will struggle as higher-level skills are introduced.

To excite students about learning math, we have designed a program that en-gages interest using age-appropriate, colorful themes and hands-on involvement for developing understanding and for enhancing mastery. Our math books use a format that focuses on a single main concept in each chapter. Greater levels of dif-ficulty are added as understanding increases. Our textbooks are filled with color-ful photographs and illustrations that picture the problems students are solving as well as the themes.

Excerpt from Math 3 • Chapter 6

A Sequential ApproachTeaching a new concept requires starting at the concrete level (the students use manipulatives), moving to the semiconcrete level (the student watches the teacher demonstrate or uses pictures from the book), and finally progressing to the abstract level (the student solves problems using numerals, signs, and symbols).

Each new concept presented at any grade level is presented by implementing this three-stage process. Review of major concepts may also follow this format.

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erve with MathS

Chapter 6

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Math 3

Name

Math shows the world is designed.

1. Hailey found 4 insects. There are 6 legs on each insect. How many legs are there?

4 sets of 6 is 24 .

6 + 6 + 6 + 6 = 24

4 × 6 = 24

There are .

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There are 3 flowers. There are 5 petals on each flower. How many petals are there?

3 sets of 5 is 15 .

5 + 5 + 5 = 15

3 × 5 = 15

There are .

3. There are 3 spiders. Each spider has 4 pairs of 2 legs. How many legs does each spider have?

4 × 2 = 8

How many legs do all the spiders have?

3 × 8 = 24

4. Hailey found many examples of how math shows the world is designed and how that design is .

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ManipulativesThe key to our approach is teaching under-standing through the use of manipulatives, ensuring that the student is not just follow-ing a procedure that gives him the correct answer. This interactive, hands-on-learning approach is critical for math success. While the use of manipulatives is easily recog-nized as important for K5, the strategy is equally significant for new concepts taught through Grade 6. BJU Press provides packets of manipulatives for student use in Grades K5–6, making this instructional ap-proach easy to implement.

Connections and ReviewsUnderstanding is further increased by connecting the learning from one con-cept to the next. Math skills build on one another. BJU Press math materials

lay a foundation of understanding and then incorporate frequent review along with the logical introduction of new topics. We use a chapter approach for effective development of concepts related to each topic.

Each chapter concludes with a chapter review that provides the opportunity for formative assess-ment prior to testing. Practice of previously taught skills is also incorporated into the lessons to keep those skills fresh in the students’ minds. Daily practice segments and cumulative reviews provide written practice to help with concept retention.

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Math 3

Name 10Match the picture or description to the term. Use each choice 2 times.

Chapter 10 • Lesson 87

1. C 34

4. A a whole number and a fraction

2. B 34

5. C the number of parts selected

3. A 3 34 6. B the number of equal parts in the whole

A. mixed number B. denominator C. numerator

Write the fraction that names the colored part.

Color the shape to match the fraction.

Write the equivalent fraction.

7. 8. 9.

10. 35

11. 26

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Chapter Reviewincluded at the end of each chapter

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Critical ThinkingBecause Computing Alone Just Isn’t Good EnoughThe goal of the elementary math program is to help students become critical thinkers and lifelong problem solvers. Education is more than just getting good grades. It is learning to think for oneself and to find the correct answer as well as to explain and justify that answer. Students must not only comprehend facts and formulas but also know how to think mathematically in order to use the material they have learned. We teach students to dig deeper academically—to know mul-tiplication and division, pre-algebra and geometry skills, and then to apply them to everyday situations.

Critical Thinking Through Problem SolvingBJU Press elementary math for K5–Grade 6 provides a framework for critical thinking through instruction in problem solving. Problem solving is the process of confronting a problem and then using one’s knowledge, reasoning abilities, and experiences to reach a solution.

Math concepts are introduced through real-life problems that are encountered at home, at school, and in the community. Word problems pose application ques-tions that students must work through—both in class and on their own. These activities model the skills necessary for becoming adept at problem solving. Furthermore, they enable students to see that math is more than just a subject in the classroom; it is found everywhere we go in life.

Each teacher edition includes a “Teach for Understanding” section that guides the teacher in helping students work through particular problems, showing them how and why various procedures work.

Students do not all learn at the same pace or grasp concepts in the same way. The teacher editions present concepts more than one time and in more than one way to ensure that all students are given the opportunity to learn and grow. Our goal is to help all students become more proficient problem solvers.

Math 3 Teacher’s Visual Packet © 2018 BJU Press. Reproduction prohibited.

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1. What is the question?

2. What information is given?

3. What operation (+, −, ×, ÷) and equation do you use?

Why?

4. Explain how your answer makes sense.

5. Write a sentence to answer the question.

Problem-Solving Plan

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23Math 5 Worktext, Chapter 1, Lesson 9

Astronomer

I am an astronomer specializing in studying stars. Have you ever thought about how far away from us the stars are? We would never be able to comprehend the huge fi gures we would have to use to measure their distance from the earth in miles. So scientists have come up with a unit of measurement called a light-year. A light-year is the distance that light travels in one year. Light travels at a speed of 186,000 miles per second. One light-year is equal to almost 6 trillion miles. Stars in our own Milky Way galaxy are tens of thousands of light-years away.

I use math to measure distances and the brightness of stars. I measure starlight through an instrument called a photometer that I attach to my telescope. Each star is assigned a number based on how bright it is. Th at number is called its apparent magnitude. Th e brighter the star, the lower the number. Some stars are so bright that they have a negative number for their apparent magnitude. Th e closest star to us, the sun, has an apparent magnitude of ˉ27. A star that looks dim, even through a telescope, may in reality be thousands of times brighter than our sun. Some calculations are needed to assign the star another number—its absolute magnitude. Th e sun’s absolute magnitude is 5. Just thinking about degrees of brightness is pretty mind-boggling. My job never fails to leave me with a sense of awe at the vastness of our universe and the creative power of our God.

Jerry LathamAstronomer

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Real-life learningin our world

Teaching for

understanding

Math 5 Student Worktext

Math 3 Teacher’s Edition

AnalysisIn math, there is often more than one way to formulate a correct answer. Three stu-dents may use three different methods to arrive at the same answer, and all will be valid. That is why analysis plays an important part in problem solving. The student uses his critical-thinking skills to analyze the problem and formulate his solution.

ApplicationStudents will be more excited about learning new skills when they are shown practical applications to their everyday lives. Therefore, concepts are reinforced in context with word problems. Students are shown how math skills are used in nu-merous careers, such as cooking, retail sales, carpentry, industry, finance, medicine, design, and many more.

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Computation

Accuracy Really CountsAlthough problem solving is the primary goal of math instruction, it is also es-sential to develop accurate computation. This, of course, requires practice of basic math facts and skills. Every lesson in the BJU Press math program has two worktext pages on which students practice the new concepts and skills from the lesson. These pages also include practice of the basic facts.

There are ample practice opportunities available on TeacherToolsOnline.com. Teachers may copy these pages and use them as often as necessary. The goal is accurate and quick recall of facts so that students may focus their time and energy on the main task of using math to solve problems in real life. Balance is the key.

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Math 3 Reviews

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Chapter 1 • Lesson 2

Addition Strategies; The Identity Property

Count on 1 or 2 to solve.

Write an addition fact for the picture.

Draw more jumps to make 10. Write an addition fact for the picture.

Add doubles or near doubles to solve.

1. 0 + 4 = 4 2. 1 + 0 = 1 3. 5 + 0 = 5

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

12. 5 + 1 = 6 13. 1 + 6 = 7 14. 7 + 2 = 9

15. 2 + 8 = 10 16. 8 + 1 = 9 17. 2 + 6 = 8

18. 19.

6 + 4 = 10 1 + 9 = 10

20.

0 1 2 3 4 5 6 7 8 9 10

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0 1 2 3 4 5 6 7 8 9 10

7 + 3 = 10 5 + 5 = 10

Use the Identity Property to solve.

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The Associative Property; 3 & 4 Addends

Chapter 1 • Lesson 4

Solve.

Circle the 2 numbers that make 10. Count on from 10 to solve.

7. 553

+ 417

8. 722

+ 314

9. 674

+ 219

10. 933

+ 116

11. 182

+ 011

1. (8 + 2) + 5 = ?

10 + 5 = 15

8 + (2 + 5) = ?

8 + 7 = 15

What do the parentheses tell you to do?

2. 3 + (1 + 9) = 13 3. 3 + (7 + 2) = 12 4. 3 + (6 + 6) = 15

(3 + 1) + 9 = 13 (3 + 7) + 2 = 12 (3 + 6) + 6 = 15

Solve by adding down. Check by adding up.

5. 37

+ 717

Check

37

+ 7

6. 64

+ 515

Check

64

+ 5

10 10

Math 3 Review Pages

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How Can We Use Math to Glorify God?God not only created the world but also created order that math seeks to define. Though creation has been tarnished by the Fall of man into sin, God’s original de-sign and consistency can be found in mathematical details, such as the symmetry of the peacock, the spirals of the nautilus shell, and the orbit of the planets around a stars. The orderliness of math points to the Creator of order.

The BJU Press elementary math program integrates biblical content to cultivate a Christian worldview that will help each student take his place in God’s world. Each teacher edition guides the teacher in explaining math concepts through a bibli-

cal worldview, identifying Christian principles, high-lighting Christian character traits, and pointing out that math is an important tool for making wise use of God’s creation.

God’s world is a place that can be measured with numbers. And if we know how to use numbers, we can become very skilled at having the kind of dominion that helps others and glori-fies God.

Biblical Worldview

Math 2 Student Worktext

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Chapter 1 • Lesson 1Math 2

Think about a time when you took cookies or cupcakes to share with some friends. How did you know how many to take? You used math.

A Christian wants to please God with his life. Math is a tool to do that.

Here are several ideas to think about as you study math this year.

Serving God with Math

1. God is the Creator.Studying math helps people see that the entire world was made by God. He made the world so that math works with everything! You can add cookies or cars. You can subtract balls or elephants. This shows that everything was made by a wise Creator.

2. God put people on the earth to work.Work is good. The Bible says in Genesis 1:28 that God created people to work. God gave Adam work to do in the Garden of Eden (Genesis 2:15). Almost every kind of work uses math. Learning math is important because it helps you do the work God gives you.

Biblical use of math

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Love for Learning

How Can We Make Math Enjoyable?BJU Press textbooks along with the teacher’s abilities can have a positive impact in the classroom to build a love for math. One of the goals of our elementary math program is to show students that math can be fun!

BJU Press provides you with the tools you need to help your students succeed in learning and in life. The goal of successful learning has been reached when students understand the material and when they enjoy exploring and discovering the disciplines that help them serve their Creator better.

Our math books are filled with colorful photographs and illustrations. Each grade level includes a unique theme to motivate students. Relevant, action-packed stories introduce all chapters, making math enjoyable to even the most unenthusiastic math student. To engage the students in active learning, hands-on activities, such as using math manipula-tives, group problem-solving, acting-out math problems, and making graphs help engage every student in the learning process.

Overview 121

A Fine Feathered RoofAs Matt stepped off the train in India, he heard a

deep voice at his side.“My friend says you do a great job building house-

boats! With all this rain, I just might need a house-boat too!”

Matt pushed back the hood of his raincoat to see who spoke so cheerily on such a drab day. “Good morning,” he said. “I’m Matt O’Malley. Are you Sanya Li’s friend?”

“Yes.” A huge smile broke out on the man’s face. “I’m Raman Gandhi. Sanya told me you would be on this train. If you are ready to go, I have my bullock cart waiting,” said Raman. “May I help you carry your things?”

“I think I can manage,” said Matt. He bent down to pick up his suitcase and Paddy’s cage. “How long has it been raining here?”

“Well, it’s the rainy season,” said Raman. He and Matt got into the cart, and the bullocks sloshed off down the muddy road. “So, of course, it’s been raining several months already. But last week’s storm was the worst one I’ve ever seen. It washed out many of the huts in my village.”

“What are these huts made out of?” asked Matt.“Mud,” Raman answered, “with thatched roofs.”Matt glanced down at the road. “Mud—well, at least

that’s one thing we’ll have plenty of. I think with a few pointers from you and your people on how to build mud huts, I can help you rebuild your village.”

Matt noticed that most of the huts had huge holes in their thatched roofs. He glanced at the sky. It wouldn’t be long before the hard rains came again. This village had to be repaired, and fast!

Matt met Raman’s wife, Maya, his daughter, Leah, and their pet peacock Ringama. “You’d better lock Paddy in his cage,” Leah said. “Ringama hates other animals. He’ll bite your beaver.”

Paddy sat up, eyeing Ringama. Ringama fluffed up his tail feathers and walked away proudly.

Raman and the other men of the village met with Matt and planned the repairs needed on each hut. Out of 50 huts, 22 had damaged walls, and the rest needed new roofs. Matt got out his notepad and figured quickly. That left 28 huts that needed new thatched roofs. He organized the men into groups: one group to repair walls and one to make new roofs.

Matt found that he missed Paddy’s help as he rebuilt the huts. But he kept Paddy locked in his cage as Leah had warned him. Often Ringama the peacock would come where the men were working, watch for a moment, and then turn and strut away with his tail fanned out.

In a week’s time, all but the last few huts had thatched roofs, new mud on their walls, and even sturdy new shelters for the animals.

One afternoon, Matt decided that he just had to have Paddy’s help. Making sure that Ringama was safely out of sight, he let Paddy out of the cage and sent him in search of more twigs and leaves for the last thatched roof. “Stay away from that peacock,” he told the little beaver.

Half an hour later, he looked up from his work to see Paddy charging toward him, carrying something in his mouth. Behind him raced Ringama, screeching loudly, stretching his neck forward as he ran. “Oh, no! Paddy, what have you done now?”

Paddy stopped near Matt’s feet and dropped three long, brightly-colored peacock feathers on top of the pile of twigs and leaves. Ringama paused only long enough to squawk angrily at Paddy once more and then turned and half-ran, half-flew away.

Matt groaned. “Paddy, no wonder that peacock was upset with you. I said leaves and twigs, not Ringama’s tail feathers!”

Paddy ducked his head and looked rather pitiful. Matt laughed. “I must admit, though, that these feathers will make a pretty addition to Raman’s thatched roof!”

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Your child will learn the following concepts about subtracting two-digit numbers in Chapter 7.

Estimating—Round to the nearest ten to estimate (47 – 32 = ___; think 50 – 30 = 20).

Renaming—Rename 1 ten as 10 ones (52 – 14 = ___ ; rename 1 ten as 10 ones and subtract the Ones place, 12 – 4 = 8; then subtract the Tens place, 4 – 1 = 3).

Money—Subtract using money (55¢ – 21¢ = ___¢). Rename 1 dime as 10 pennies.

Check subtraction—Use addition to check the answer to a subtraction problem.

Matt and PaddyRaman Li’s village in India needs Matt and Paddy to help them repair their mud huts after a flood. The men in the village help Matt fix the roofs and walls that were damaged. Paddy makes the Li family’s pet peacock mad when he plucks out three of the peacock’s tail feathers as he gathers leaves and twigs for the new roofs.

Math in the HomeProvide your child with 9 dimes and 9 pennies. Write a two-digit subtraction problem such as 45¢ – 23¢. Tell him to use the pennies to subtract the ones and the dimes to subtract the tens. Then ask him to give the answer. Continue to practice with similar problems.

This list shows the fact families your child will be memoriz-ing during this chapter. Provide opportunities for your child to practice these fact families by using related addition and subtraction flashcards, by calling out related facts orally, or by playing games.

To the Parent

108 one hundred eight

6 – 6 – 12 5 – 7 – 12 4 – 8 – 12 3 – 9 – 12

5 – 6 – 11 4 – 7 – 11 3 – 8 – 11 2 – 9 – 11

1 – 9 – 10 2 – 8 – 10 3 – 7 – 10 4 – 6 – 10

Exciting stories

introduce

each chapter.Math 2 Teacher’s Edition

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Sample Lesson

Chapter 16 | Place Value: 3-Digit Numbers282

Objectives•FollowtheProblemSolvingPlantosolveanadditionwordprob-lemwith3-digitnumbers

•Add3-digitnumberswithoutrenamingTeacher Materials and Manipulatives•Charts1,22:Hundred Chart(extended),Problem Solving Plan•PlaceValueKit:3hundreds,9tens,6ones•Hundreds/Tens/Ones Frame(Teacher’sToolkitCD)Student Materials and Manipulatives•PlaceValueKit:3hundreds,9tens,6ones•Hundreds/Tens/OnesFrame

Practice and ReviewPractice addition facts▶ Reviewallpreviouslyintroducedadditionfacts.SeetheChapterOverviewforavarietyofpracticeideas.

Count on by 10s from a 2-digit number▶ Pointtothenumber10ontheextendedHundredChart.Leadthestudentsincountingfrom10to150by10s,point-ingtoeachnumberasitiscounted.

Teach for Understanding

Lesson FocusInthislessonyouwilladd3-digitnumbersbyaddingonestoones,tenstotens,andhundredstohundreds.

Follow the Problem Solving Plan to solve an addi-tion word problem with 3-digit numbers▶ DisplaytheProblemSolvingPlanchartandremindthestudentsthatsolvingstoryproblemsismadeeasierbyfol-lowingaplan.▶ DistributeaHundreds/Tens/OnesFrame,3hundreds,9tens,and6onestoeachstudent.DisplaytheHundreds/Tens/Ones Framepageandmodelthestepswithyourmanipulatives.▶ GuidethestudentsinsolvingthefollowingstoryproblemusingtheProblemSolvingPlan:readthestoryoncetoallowthemtodeterminewhatthequestionisaskingandthenreaditagain,pausingaftereachsentencetodiscusstheinformation.Samandhisbrotherdelivernewspaperseachday.OnSun-daytheydeliver153newspapers.OnMondaytheydeliver142newspapers.Howmanynewspapersdotheboysde-liverin2days?Whatisthequestion?Howmanynewspapersdotheboysdeliverin2days?Whatinformationisgiven?OnSundaytheydeliver153papers,andonMondaytheydeliver142papers.▶ Directthestudentstopicturethenumberofpapersdeliv-eredonSundayatthetopoftheframe.Display1hundred,5tens,and3onesonyourframe.▶ Directthestudentstopicturethenumberofpapersdeliv-eredonMondayatthebottomoftheframe.Display1hundred,4tens,and2onesonyourframe.

Doyouaddorsubtracttofindtheanswer?addHowdoyouknow?Ineedtojoinsetstofindthetotalnumberofpapersdeliveredin2days.Whatadditionproblemcouldyousetuptohelpyousolvetheproblem?153+142=▶ DrawaHundreds/Tens/OnesFramefordisplayandwrite“153+142= ”inverticalforminsidetheframe.Howcanthesenumbersbeadded?add(join)theones,tens,andhundreds▶ Explainthatthestudentscanapplywhattheyknowaboutadding2-digitnumberstoadding3-digitnumbers.Re-mindthemtheylearnedtojoinonestoonesandtenstotens.Sincethesenumbersalsohavehundreds,theywilljoinhundredstohundredsaswell.▶ Directeachstudenttomovealltheonesonhisframeto-getherasyoudemonstrate.Howmanyonesarethereinall?5ones▶ Directeachstudenttomoveallthetenstogetherasyoudemonstrate.Howmanytensarethereinall?9tens▶ Directeachstudenttomoveallthehundredstogetherasyoudemonstrate.Howmanyhundredsarethereinall?2hundredsWhatnumberisrepresentedwhenthe2setsarejoined?295Doestheanswermakesense?yesWhy?295islargerthaneitheraddend.Thereis1hundredineachaddend,soIknowtheansweris200andsomemore.▶ Guidethestudentsinaddingonestoones,tenstotens,andhundredstohundredstosolvetheverticaladditionproblem.Howmanynewspapersdotheboysdeliverin2days?Theboysdeliver295newspapersin2days.IfSamandhisbrotherweregiven300newspapers,wouldtheyhavefewerpapersthantheyneeded,morepapersthantheyneeded,orjusttherightnumberofpapers?300ismorethan295,sotheywouldhavemorepapersthantheyneeded.Doyouthinkitwouldbeagoodideatohavesomeextrapaperstocarrywiththem?Acceptanyanswerandallowstudentstoexplaintheirreasoning.▶ Useasimilarprocedureforthefollowingstoryproblem.Emphasizeaddingonestoones,tenstotens,andhundredstohundreds.DigitcollecteddatafromthepeopleinMadison.Heaskedthemwhethertheyreadthenewsonlineorinanewspaper.261peoplesaidtheyreadthenewsonline.115peoplesaidtheyreadanewspaper.HowmanypeopledidDigitsurvey?261+115=376;Digitsurveyed376people.▶ Inviteastudenttoexplainwhytheanswermakessenseusingnumberreasoning.376islargerthaneitheraddend.Iknowtheanswerwillbe300andsomemorebecauseoneaddendhas2hundredsandtheotheraddendhas1hundred.Newspapersaremadefromtreesthathavebeencutdownandmadeintopaper.Thereare500,000treescuteachweektomaketheSundaynewspapers.Thatisalotmorethan900.Infact,youwouldhavetocountto900morethan500timestogetto500,000!

Lesson Worktext pages 281–82Reviews pages 249–50125

Objectives point out the skills to teach in the lesson.

The Materials section lists items to collect or prepare ahead of time.

Involve the students in interactive learning through discussion that encourages them to construct reasonable proof for their solutions.

The Lesson Focus prepares the students for what they will learn in the lesson.

Practice and Review provides activities for practicing previously taught skills, such as counting objects and number recognition. Review of concepts can occur any time during the day.

Teach for Understanding and Check for Understanding provide effective procedures for explaining math concepts, using manipulatives, and promoting problem solving using critical-thinking skills.

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282 Math 1 • Chapter 16, Lesson 125

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5 15 25

Use the clues to picture and write the numbers.

Count by 10s. Write the missing numbers. Draw tens and ones to picture each missing number.

Circle the number that matches the clue. Mark the value of the underlined digit.

1. 1 More 10 More 100 More

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2. 7 in the Ones place 701 407

3. 5 in the Tens place 635 351

4. 3 in the Hundreds place 347 803

5. 628800 80 8

6. 193900 90 9

7. 456400 40 4

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5535 45 65 75

138 228

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============Complete the addition problem.

Use the clues to picture and write the numbers.

Write an addition problem for the story. Complete the sentence.

3-Digit Addition

Math 1 • Chapter 16, Lesson 125

1. H T O

2 1 4+ 1 3 2

3 4 62. H T O 3. H T O 4. H T O

2 0 0 3 2 5 1 1 0+ 3 0 0 + 1 0 0 + 2 0

5 0 0 4 2 5 1 3 0

7. Juan gave out 212 fliers for the Easter service. Maria gave out 124 fliers. How many fliers did they give out in all?

H T O

2 1 2+ 1 2 4

3 3 6They gave out fliers.

5. 100 Less Than 300 6. 100 More Than 300

How many ones would it take to picture each number?

200

336

400

Lesson 125

Whatdopeopledowiththenewspaperwhentheyarefin-ishedreadingit?possibleanswers:throwitaway,recycleit,useittolinethelitterbox,useittocoverasurfacewhendoingamessyjob,useittopackbreakableitemsNumbersareapartofjustabouteverythingwedoeveryday.UnderstandingnumbershelpsustomakebetterchoicesandbecomebetterstewardsofGod’screation.KnowingthenumberoftreesittakestomaketheSundaynewspapercanhelpusbemoreresponsiblewiththepaperwhenwearedonereadingit.Recyclingitorfindingotherusesforit,ratherthansimplythrowingitaway,makesusbetterstewardsoftheworldGodcreated.Readingonlineisalsoagoodoptionifthatisavailable.

Add 3-digit numbers without renaming▶ DrawaHundreds/Tens/OnesFramefordisplayandwrite“125+234= ”inverticalforminsidetheframe.Howdoyouthinkyoucouldsolvethis3-digitadditionproblem?addonestoones,tenstotens,andhundredstohundreds▶ Leadthestudentsinaddingtheonesfirst,thetensnext,andthehundredslastandwritethesum(359)fordisplay.▶ WritethefollowingproblemsindrawnHundreds/Tens/OnesFramesfordisplay.

224 726 512+ 102 + 153 + 473

326 879 985

▶ Inviteavolunteertodemonstratesolvingeachwrittenproblem.Encouragethestudentstocheckthattheiran-swersmakesense.

Worktext pages 281–82▶ Remindthestudentsthatadding3-digitnumbersusesthesameprinciplesasadding2-digitnumbers.Whenadding3-digitnumbers,onesareaddedtoones,tensareaddedtotens,andhundredsareaddedtohundreds.▶ Readandguidecompletionofpage281.Directattentiontothediscussionquestionandencouragethestudentstotellhowmanyoneswouldbedisplayedforeachproblem.▶ Readandexplainthedirectionsforpage282.Assistthestudentsastheycompletethepageindependently.

Encourage a Christian worldview by discussing real-life situations to show the students that math is a powerful tool for exercising dominion over the earth as commanded in Genesis 1:28.

Reduced worktext pages provide solutions. Use these pages to evaluate student progress and to determine where more guidance is needed.

Time to Review exercises provide systematic review of skills and concepts.

Group work promotes collaborative learning. Students learn by working together as a whole class and sometimes by working in smaller groups.

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The MaterialsBelow are the standard elementary math materials provided for each elementary grade. For a comprehensive list of all grades, contact your Precept sales representative at 800.511.2771 or visit bjupress.com today.

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A. Student WorktextUsing age-appropriate content and colorful illustrations, each student worktext provides two pages of explanation and practice problems per lesson, daily review sections, and a chapter review. Some worktexts also include a “Career Link” or an “Exploring Ideas” page.

B. Teacher EditionThe teacher edition for each grade contains full-color, reduced-size student pages with overprint answers. Each lesson is preceded by a chapter overview that in-cludes a chart listing the objectives for each lesson, the materials needed for each chapter, and a section entitled “A Little Extra Help” to provide ideas for helping the student who experiences difficulty with the concepts taught in the chapter. Each teacher edition also includes a math background section that provides the teacher with a thorough explanation of the math concepts taught at the elemen-tary level.

C. ReviewsReviews provide opportunities for extra practice that teachers may use for home-work, assessment, or cumulative review. As students complete practice activities on the current lesson and spiral reviews of previous concepts, they take a crucial step toward gaining automaticity with the material. Review books are available for Grades 1 through 4, with additional reviews available on the Grade 5 Teacher Toolkit CD.

D. Manipulatives PacketsTo build and reinforce understanding, new concepts are introduced in each grade with the use of manipulatives. Both the teacher manipulatives packet and the student manipulatives packet include items such as pocket charts, number lines, paper coins and bills, rulers, workmats, counters, and geometric shapes, giving the students hands-on practice of the concept. Items may be prepared at the beginning of the school year or as needed for each chapter.

E. AssessmentsEach assessments packet includes a test for each chapter. The assessments answer key is also available for each grade.

TeacherToolsOnline.comTeacher Tools Online is the premier resource for teachers using BJU Press materials. It encourages

teachers in their efforts to expand their lessons and enhances their teaching strategies for greater

depth. Teacher Tools Online provides teacher resources at the touch of a button, freeing up valuable

time for teachers.

Teachers will find educational articles, editable lesson plan overviews, PowerPoint presentations,

and much more in the Teacher Tools Online database!

Teacher ResourcesTeacher Tools Online has been rebooted to make it

easier, faster, and more efficient. The user-oriented

design features include

• Free and paid resources in one place

• User-friendly design and search to make it easy to find what you need

• Favorites lists to help you organize

• Access to all subjects—each paid teacher sub-scription includes access to all free and paid resources

Teacher Tools Online is your one-stop shop for your

favorite teacher resources.

Technology Solutions

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PowerPoint PresentationsA database containing over 8,000 editable PowerPoint presentations that correlate with BJU Press textbooks

Video ClipsOver 4,000 video clips including video field trips, animations, and many other videos designed to engage students

eTextbooksTeacher Tools Online includes ten-year access to the same VitalSource eTextbooks used by students. Teachers will be able to digitally collaborate with students through built-in sharing features. Teacher editions are also available in PDF format.

Teacher Tools Online ResourcesSchools pay a one-time subscription fee for each teacher. Each paid teacher subscription includes access to content for every subject.

ArtworkTeachers can create a captivating learning environment by using any of the 28,000 pieces of original art, charts, graphs, maps, and more.

(available only for Grades 3 and 6)

ExamView Assessment Suite, a premier as-sessment tool, offers material from over 11,000 textbooks from more than 65 top educational publishers. It serves as the foundation for creat-ing, administering, and managing assessments.

eTextbooks for Students (available only for Grade 6)Stay on the leading edge of technology with BJU Press eTextbooks! Using eTextbooks means lighter loads for students and improved accessibility for students who use laptops or tablets.BJU Press eTextbooks are offered through the VitalSource® Bookshelf®, the preferred and most used eTextbook platform in higher education today.

• Simple process

• Anywhere, anytime access

• Study features

• Note sharing

• Page fidelity

TeacherToolsOnline.com

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To order an exam kit, call your Precept sales representative at 800.511.2771.

To learn more about BJU Press math, visit bjupress.com/scope/math.

V-2, 2018