Summer Math 2014

Hands-on Fun

Manipulative-based games and activi-ties make summer school

exciting. Students enjoy learning.

Ready to Go

We ship materials ready to go for each classroom, including the Teacher Manual, student books and manipula

tives. Training videos included free with minimum orders.

Easy to Use

Lightly scripted lesson plans direct every hands-on lesson, provides daily teacher support.

Keyed to Tests

RTI EXTENDED DAY RTI EXTENDED DAY

Hands-on Fun

Manipulative-based games and activities make a summer school or an afterschool program exciting. Students enjoy learning.

Ready to Go

Materials packaged in ready-to-go kits for each classroom, including the Teacher Manual, student activity books (Available in Spanish!), and manipulatives. Training DVDs are included free with every kit.

Easy to Use

Lightly scripted lesson plans direct every hands-on lesson, providing daily teacher support.

Keyed to Tests

Moving with Math objectives match state and national tests.

| www.summermath.com | 1.800.852.2435

“We remember 10% of what we hear, 30% of what we see, and 90% of what we do.” —Jean Piaget

EXTENSIONSKindergarten–Grade 8

In English and Spanish

SuSS muummmm emm ree MaMM taa httSummer Math

YEARS

INTERVENTION SUCCESS

C E L E B R A T I N G

2 Conceptually Based Instruction

Intervention LeaderOver the past 30 years, Math Teachers Press, Inc. has become the Intervention

Leader by developing a learning system designed to address the problems that “at risk” students encounter when learning math. Manipulatives introduce every concept. Manipulatives are the universal language that has been proven to help students of all ages and learning styles understand math.

Our program takes that concrete, hands-on learning and moves the student smoothly to visual representations and on to increasingly abstract levels of problem solving. Students gain success, and build confi dence in their math skills.

Moving with Math® Extensions reviews the essential math objectives for grades K–8 and is perfect for summer school and RTI programs. Pacing calendars and lightly scripted lesson plans make it easy for teachers having varying levels of math profi ciency to become successful. Our proven program, coupled with our commitment to provide universal access, makes Moving with Math Extensions the solution for educators who want to see their struggling students succeed.

OVER 30 YEARS OF SUCCESS

CONCRETE REPRESENTATIONAL ABSTRACT

Three Stages of Learning

Founder

3Available for Grades K–8 in English and Spanish

The Teacher Resource Manual guides teachers through the Learning System, linking objectives and standards to assessment and instruction.

Assessment• Pre-Tests and Post-Tests with questions

matched to specifi c objectives• Class Record Sheet and Individualized

Education Plan (IEP) student progress report

Instruction• Pacing calendars reduce planning time• Lesson plans provide lightly scripted instruction

Skill Builders• Masters with student glossary of

math vocabulary• Re-teaching practice pages matched to

each objective

Student Activity Books connect manipulative-based lessons to pictures and practice.• Problem-solving skills improve as students use

manipulatives to discover the underlying math concept. The steps and strategies for solving word problems are taught explicitly at each grade level.

• Daily Reviews differentiate instruction for individual student needs and aid long-term retention.

Test Assessment Packs include Pre- and Post-Tests with individual and class record sheets. Web-based assessments are also available.

Parent Handbooks in English and Spanish.

Using Manipulatives DVD demonstrates key manipulative activities at each grade level.

Spanish Resource Pack parallels the content of the English Teacher Manual.

Spanish Student Activity Book matches the English book—ideal for dual language classrooms.

Boxed Manipulative KitsManipulative kits contain the essential

manipulatives that are appropriate for each grade level span.

Each kit has essential manipulatives for 5–10 students.

READY-TO-GO KITS

• 1 Teacher Resource Manual

• 20 Student Activity Books

• 20 Pre- and Post-Tests and Record Sheets

• 20 Parent Handbooks

• Using Manipulatives DVD

Extensions Summer Math Kits Include Everything the Teacher Needs

Grades K–8 Boxed Kits

Grades K–8

4 Voted Most Popular Feature by Best Customers

A Research-Based System Linking Learning Objectivesand Assessment to Differentiated Instruction

EASY-TO-USE LEARNING SYSTEM

Teacher Manual Foreword v

Numeration

B-1 Identify the place value in a 3-digit number.

B-2 Compare and order numbers up to 6 digits.

B-3 Complete patterns of multiples of the numbers 1–6 or 10.

B-4 Write a 4-, 5- or 6-digit numeral from printed words or sets.

B-5 Write the words for any numeral up to 6 digits in length.

B-6 Identify the place value in a 4-, 5-, or 6-digit number.

B-7 Round a 2-, 3- or 4-digit number to the nearest ten.

B-8 Round a 3- or 4-digit number to the nearest hundred.

B-9 Find a missing number.

Addition

B-10 Add 3-digit numbers with zero or two regroupings. Word problems.

B-11 Add three or four 2-digit numbers with regroupings.

B-12 Add 4- or 5-digit numbers with regroupings.

B-13 Add up to five numbers of differing lengths, 1- to 5-digits.

B-14 Knows the meaning of “sum” and the “+” sign in addition.

Subtraction

B-15 Subtract 3-digit numbers with up to two regroupings, word problems.

B-16 Subtract 3-digit numbers with regroupings across zero.

B-17 Subtract 4- or 5-digit numbers with regroupings, can be across zero.

B-18 Subtract numbers of varying lengths, 1- to 5-digits.

B-19 Knows the meaning of “difference” and the “-” sign in subtraction.

Multiplication

B-20 Knows multiplication facts with factors 0-9.

B-21 Multiply a 3-digit number by a 1-digit number, can be across zero.

B-22 Multiply a 1- or 2-digit number by 10 or a multiple of 10.

B-23 Multiply a 2-digit number by a 2-digit number with regrouping.

B-24 Knows the meaning of “product” and the “x” sign in multiplication.

Student Book Skill Builders

1, 2 1–1

5, 6 2–1

8 3–1

7 4–1

5–1

3, 4 6–1

9 7–1

10 8–1

11, 12 9–1, 9–2

13, 23 10–1, 49–2, 49–3

14 11–1

15 12–1

16 13–1

14–1

17, 18, 23 15-1,15-2,49-2,49-3

19 16–1

20 17–1

21 18–1

19–1

25, 26, 27 20–1, 20–2, 20–3

29, 30, 31, 32, 33 21–1, 21–2

28, 34, 35 22–1

23–1

24–1

Correlation to ObjectivesUse this table to match pre- or post-test problems to objectives and pages in the teachers manual and students book.

Test

Item

/Obj

ectiv

eN

umbe

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Skill Builders

Student Progress Report

Pre-Test

Post-Test

Lesson Plan

4E Teacher Guide 1

© Math Teachers Press, Inc.

1

3-Digit Place Value

Hundreds Tens Ones2 hundreds 4 tens 8 ones = 2 4 8

Write each number.

3. 5 hundreds, 6 tens, 4 ones = _____ _____ _____H T O




7. 9 hundreds, 4 tens, 1 one = _____ _____ _____H T O



10. 6 hundreds, 1 ten, 7 ones = _____ _____ _____H T O



1.

2.

Hundreds Tens Ones

Hundreds Tens Ones

5 6 4

7 3 8

6 4 9

2 9 5

9 4 1

7 3 6

5 8 5

6 1 7

7 2 2

6 7 7

2 3 6

3 2 3

Objective: To introduce the base ten blocks and3-digit place value.

Materials: Base ten blocks, Place Value Mat(Masters 1 and 2 taped together), 6-sided dice, My Math Glossary (Master 18), Vocabulary Cards(Master 19)

Vocabulary: place value, ones place, tens place,hundreds placeNote: Before class, make copies of Master 19 (VocabularyCards). Make copies of Master 18 (My Math Glossary)and distribute to each student. See p.ii of the foreword.

Introducing Base Ten BlocksThe main reason children make errors with

whole-number algorithms is that they do notunderstand multi-digit numeration. They do notknow that 43 means 4 tens and 3 ones or 40 + 3.

Base ten blocks are ideal for teachingnumeration concepts because students can see theabstract concept of place value each time theypick up a block. One tens block is always seenboth as 1 ten or 10 ones; 1 hundreds block isalways seen as 1 hundred or 10 tens or 100 ones;1 thousands block is always seen as 10 hundredsor 100 tens or 1000 ones.

Carefully introduce the base ten blocks,allowing an appropriate exploratory time. Explainthe benefits of manipulatives and ask forindividual responsibility as the blocks aredistributed.

After students have spent 10–15 minutesexploring with the base ten blocks, ask them todescribe their observations about the blocks.Encourage them to find all the ways they are alikeand all the ways they are different. (Alike: madeof the same material, all the same color, the sidesof each block are made up of 1-centimetersquares. Different: different sizes.)

Is there any pattern to the sizes of theblocks? (It takes 10 of 1 small block to equal 1 ofthe next larger block.) Name the smallest block as“ones’’ or “units,’’ the next largest block as“longs’’ or “tens’’ and the largest block as “flats’’or “hundreds.” Place each block where itbelongs on the mat.

Direct attention to the top of the page. Havestudents match blocks to the pictures, place the

blocks on the Place Value Mat and record thenumber of each block.

Hammer to 100 GameGame for 2 players. Use

base ten blocks in a pile: one 1 hundred flat, 20 tens and 30 ones. Each player takes turns

tossing a 6-sided die and removing the numbertossed from the pile. Each time a player gets 10ones, they are exchanged for 1 ten. The firstplayer to get exactly 10 tens on a toss exchangesit for the 100 flat and is the winner.

Chisel to 0 GameGame for 2 players. Use base ten

blocks in a pile: 20 tens and 30ones. Each player starts with ahundred flat. A player tosses a 6-

sided die and removes the number tossed out ofher hundred flat. For example, if a 3 were thrownon the first turn, the player would first have toexchange the hundred flat for 10 tens and thenexchange 1 of the tens for 10 ones so that the 3ones could be removed. The winner is the firstplayer to toss the exact number to get to exactly 0blocks in her pile.

Skill Builder 1-2

Teacher Manual Assessment 15© Math Teachers Press, Inc.Reproduction for one classroom teacher.

Name ______________________________________

TeacherNote:

You may help students read words when requested.Do not explain the meaning of the words.

Grade 4 Post-Test1. Steve is thinking of a number that

has a 4 in the hundreds place. Whichof these numbers could he bethinking of?

_________

A 1347 C 1437

B 3714 D 4137

2. Which of these numbers is the greatest?

_________

A 4349 C 5934

B 4439 D 5943

3. A number machine follows a rule tooutput numbers in a pattern. Whatnumber comes out next?

6, 10, 14, _________

4349

4439

5934

5943

1347

3714

1437

4137

4.

What is the number for the words in the box?

____________________________

5. Write 13,258 in words:

____________________________

____________________________

____________________________

6. The area of Alaska is about 650,000 square miles. What is the name of the place value of the 6?

________

A one hundredB hundred thousandC one thousandD ten thousand

six thousand three hundredtwenty-five

Post-Test – Page 1

© Math Teachers Press, Inc.Reproduction only for one teacher for one class.

© Math Teachers Press, Inc.Reproduction only for one teacher for one class.

Skill Builders 41-1

Would you measure in grams or kilograms?

Metric Units of Weight

Complete.

Logical Thinking

There are 1000 meters in a kilometer and 1000 grams in a kilogram.

What does the word “kilo” mean?

How many liters do you think there are in a kiloliter?

The gram and kilogram are used tomeasure weight in the metric system.

A bowling ball weighs 7 kg. How manygrams does the bowling ball weigh?

1000 grams (g) = 1 kilogram (kg)

One paper clip weighsabout 1 gram

One textbook weighsabout 1 kilogram

1 kg is 1000 g, so7 kg is 7 x 1000 or 7000 g.

1. tennis ball __________

3. a thumb tack __________

5. a cat __________

2. a television set __________

4. a student in your class __________

6. a dime __________

7. 2 kg = ______ g

10. 3 kg = ______ g

13. 500 g = ______ kg

16. 2.3 kg = ______ g

12

8. 3000 g = ______ kg

11. 2500 g = ______ kg

14. 1 kg = ______ g

17. 1750 g = ______ kg

14

9. 4 kg = ______ g

12. 1300 g = ______ kg

15. 200 g = ______ kg

18. 3.62 kg = ______ g

1© Math Teachers Press Inc. All rights reserved.

Grade 4 Pre-Test

TeacherNote:

You may help students read words when requested.Do not explain the meaning of the words.

1. Mort is thinking of a number thathas a 2 in the hundreds place.Which number below could he bethinking of?

_________

A 1572 C 1275

B 1725 D 1527

2. Which of these numbers is thegreatest?

__________

A 4251 C 4521

B 5421 D 5412

3. A number machine follows a ruleto output numbers in a pattern.What number comes out next?

__________

3, 6, 9, _____

4. Write the numeral for the words inthe box.

____________________________

5. Write 16,147 in words:

____________________________

____________________________

____________________________

6. The population of New Town is157,462. What digit is in the tenthousands place?

_________

three thousand six hundredforty-eight

Name ______________________________________

continued

Student Strengths

and Weaknesses

What this report sh

ows:

The essential math skills listed here are necessary for your child’s future math success. This

report shows the skills your child already knows (marked with a ) as well as those your child

still needs to learn during this course (marked with an ). At the end of this class, your child

will be tested again on these same skills.

Identify the place value in a 3-digit number.

Compare and order numbers up to 6 digits.

Complete patterns of multiples.

Write a numeral from printed words.

Write the words for a numeral up to 6 digits.

Identify the place value in a 6-digit number.

Round to the nearest ten.

Round to the nearest hundred.

Find the missing number in an addition sentence.

Whole Number Operations

Add 3-digit numbers with 2 regroupings.

Add three or four 2-digit numbers.

Add 4- or 5-digit numbers.

Add up to 5 numbers of differing lengths.

Define the word “sum” and the “+” sign.

Subtract 3-digit numbers with 2 regroupings.

Subtract 3-digit numbers with regroupings across 0.

Subtract 5-digit numbers with regroupings across 0.

Subtract numbers of varying lengths.

Define the word “difference” and the “–” sign.

Know multiplication facts up to 9’s.

Multiply a 3-digit number by a 1-digit number

across zero.

Multiply a 2-digit number by a multiple of 10.

Multiply a 2-digit number by a 2-digit number

with regrouping.

Define the word “product” and the “x” sign.

Know division facts with divisors 0 to 9.

Divide a 2-digit number by a 1-digit number.

Divide a 4-digit number by a 1-digit number.

Divide a 4-digit number by a 1-digit number,

0’s in the quotient.

Define the word “quotient” and the “÷” sign.

Write the fraction for the shaded part of a whole.

Write the fraction for the shaded part of a set.

Compare fractions less than 1⁄2 to fractions more

than 1⁄2.

Add or subtract 2 proper fractions with like

denominators.

Add or subtract 2 mixed numbers with like denom-

inators.

Geometry & Measurement

Identify plane figures such as lines and angles.

Identify line position such as horizontal, diagonal

and vertical.

Identify types of lines such as intersecting, parallel,

and perpendicular.

Identify a line of symmetry.

Identify congruent figures, name polygons.

Identify solid figures such as cones, cylinders,

spheres and cubes.

Tell time to 5 minutes.

Read a thermometer, scale and calendar.

Measure to the nearest 1⁄2 inch or .5 cm.

Recall equivalence of customary units of length,

weight and capacity.

Recall equivalence of metric units of length, weight

and capacity.

Find the perimeter of a polygon. Find area.

Make change for $10.00.

Problem Solving

Solve a word problem with multiplication.

Solve a word problem with division.

Read and interpret a graph.

Numeration

Rational Numbers

Page 3

Four-Digit Numbers Goal: Understand place value upto 4 digits.

You will need a deck of cards numbered from

1 to 9. Players make a game board as shown

at right. Each player draws one card and all

players write the number in one of the place

value spots. Play continues until 4 cards have

been drawn and all 4 spots are filled. Players

are not allowed to rearrange numbers after they

have been written. The player with the greatest

number wins.An 8, 4, 7, and 2 were drawn. Thisplayer made the number 8,742,which is the largest possible number.

Part 1: Number SenseGreatest Number Game

Ones

Tens

Hund

reds

Thou

sand

s

8 7 4 2

HUNDREDS2

THOUSANDS1

TENS7

ONES3

The place of each digittells its value.

1,273

2 hundreds

7 tens

3 ones

1,273 means:

Give the place name and value of the underlined digit.

Place name Value

1. 147 ______________ _______

3. 2,815 ______________ _______

Place name Value

2. 57 ______________ _______

4. 6,194 ______________ _______

5. 4 hundreds, 5 tens, 3 ones _____

7. 2 ones, 3 tens, 1 hundred _____



tens 40

Write the number for:

1 thousand

M a t h T e a c h e r s P r e s s , I n c . ( 8 0 0 ) 8 5 2 - 2 4 3 5

W h a t y o u ’ l l f i n d i n s i d e : • W hat will happen in cl ass • W hat yo u as a parent can do • Games and activities to do at hom e • Suggestion f orm • Ans wer ke y

Grade 4 Handbook

Pa rent Handbo ok Student Name _________________________

Manipulatives

Correlation to Objectives

Student Activity Book

5call 800.852.2435 for professional development options

EXCEPTIONAL CUSTOMER SERVICE

Easy ImplementationOur customers constantly tell us how much they like working with their Math Teachers Press, Inc.

educational consultants. Our commitment to customer service makes the process of planning and implementing your summer school easy.

Our educational consultants will work with you to develop a plan from start to fi nish. We will design a program that is the most cost effective and successful for your students. One of the key components in the Moving with Math® Learning System is the alternative layers of Professional Development.

Research shows that skilled, effective teachers who manage instruction are essential for student achievement.

Professional DevelopmentTeachers receive daily professional development as they read the lesson plan that describes

how to use manipulatives to help students discover the underlying math concepts.

In addition to this built in professional development, there is also the option for additional teacher training.

Complimentary professionaldevelopment is available.

Our educational consultants can work with you to add teacher training through workshops, webinars, and DVDs.

Our goal is to make sure that your teachers walk into the fi rst day of summer school with everything they need to make your students successful.

Our Educational ConsultantsReally Make a Difference!

6 Our Sample Reports show how to Differentiate Instruction

ASSESSMENT IMPROVES EFFECTIVENESS

Research shows that formative assessment is key to effective instructionAt the foundation of our learning system are well designed

assessments that help pinpoint weakness and communicate a plan of action for each student. Our summer math program is designed to cover those key concepts that are important at each grade level.

Pre-Tests give teachers and administrators a clear picture of what each student and the class need to learn as well as a plan to fufi ll their goals. Built in Daily Reviews continue to reinforce learned concepts and give students time to move skills into their long term memory. Finally, Post-Tests provide summative reports showing student, class, and school progress for teachers, principals, and district administrators.

Our Pre- and Post-Tests can be taken with paper and pencil or web-based. Ask your educational consultant about which testing method will work best for you.

Assessment with paper and pencil or web-based

✔ Objectives matched to State, National, and Common Core State Standards

✔ On-going Assessment Monitoring Progress

✔ Research Based Strategies

✔ Proven Results

✔ Cost Effective

✔ Assessments in English and Spanish

Meets AdministratorObjectives

“ … formative assessment does improve learning, and achievement gains are among the largest ever reported for educational interventions.”

Wilson and Kenney,Classroom and large-scale assessment, 2003

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7visit us at www.summermath.com for more information

We always get rave reviews from the teachers who have used the Moving with Math® Extensions program. They fi nd everything they need to teach a fun and successful summer math or RTI class in our ready-to-go kits. Even non-math teachers are enthusiastic because our comprehensive Teachers Resource Manual walks them through every lesson and class activity.

Lightly scripted lesson plans reinforce best practices using manipulatives in all math instruction. Teachers who have taught with manipulatives fi nd that our lesson plans provide additional ideas for improving understanding of key concepts.

Hands-On Approach to Real-World Problem Solving

Real-world problems are used as the vehicle to introduce daily lessons. Research-based strategies using manipulatives engage students in problem-solving situations every day as they explore and discover the essential underpinnings of important math concepts.

TEACHERS LOVE THE PROGRAM

Meets Teacher Needs

✔ Easy-to-Use Learning System

✔ Pacing Calendars

✔ Friendly, Scripted Lesson Plans

✔ Progress Monitoring with Follow-Up Differentiated Instruction

✔ Fun Lessons and Games

52© Math Teachers Press Inc. Reproduction by any means strictly prohibited.

Geoboard Activities

2. Name two pairs of parallellines. Name four pairs ofintersecting lines.

1.Name a pair of parallellines and a pair ofperpendicular lines.

3. Name four congruentline segments.

5. Construct and draw a pair of parallel lines,each 3 units long, inhorizontal position.

4. Construct and draw a pair of perpendicularlines, each 4 units long.

6. Construct and draw a pairof perpendicular lines indiagonal position.

8. Construct and drawlines of 4 units and3 units perpendicular toeach other.

7. Construct and draw a pair of parallel lines,4 units long, in verticalposition.

A B

CD

Q R

TS

N

M

P

O

These dots represent the pegs on a geoboard. The distance from one peg to the nextpeg in the same row or column is one unit.

9. Construct and draw thelongest line segment thatcan be drawn on thisgeoboard. How manyunits long is this line?

4 units long

ST�� || QR�� SQ�� || TR��

ST�� intersects TR��

SQ�� intersects ST��

TR�� intersects QR��

QR�� intersects SQ��

MP��, NM��, ON��, PO��

answers will vary

answers will vary

answers will vary answers will vary

answerswill vary

Objective: To identify and draw examples ofparallel, perpendicular, congruent andintersecting lines.

Materials: Geoboards, masking tape

Vocabulary: parallel, perpendicular, intersecting,congruent

Parallel Lines and Perdendicular LinesHave students demonstrate parallel lines,

intersecting lines and perpendicular lines bymoving their arms in different positions.

Each student or small group should have ageoboard. Have students use masking tape and a marker to label the points on the geoboards asshown above. Students form geometry shapes bystretching colored rubber bands between points.

Form line segment FH on your geoboard.Form another line segment parallel to FH.

Record different responses on the chalkboardand have the class check the responses.

Form line segment KO on your geoboard.Form another line segment intersecting linesegment KO. Record different responses andhave the class check the responses.

How many angles are formed by line

Draw the box symbol in each of the colored cornersof the figure drawn on the chalkboard.

Form line GJ on your geoboard. Form a linesegment perpendicular to GJ. (Record differentresponses and have the class check each response.)Ask students to identify other examples of squarecorners in the classroom (a sheet of paper, an indexcard, etc.)

In problems 4–9, have students first construct thefigure on a geoboard and then draw the figure on thedot paper.

Using Geometry TermsLightly-scripted lesson plans

8 Math is fun with games and activities.

An Active Learning Environment is the Key to Student Success

Students learn every concept using manipulatives. This instructional model provides for an active learning environment where students begin at the Concrete Stage and transition into the Representational Stage and then move to the Abstract Stage. The process uses the three learning styles—kinesthetic, visual, and auditory.

Universal AccessThe Moving with Math® Learning System is built to

develop student success every day. Studies show an increase in understanding and retention when students talk out loud, draw pictures, and visualize learning.

These research-based strategies are used in every Moving with Math lesson and have proven effective in increasing achievement in struggling learners. Daily student success builds confi dence that they can take into their future math study.

“What you have been obliged to discover by yourself leaves a path in your mind which you can use again when the need arises.” -G.C. Lichtenberg

SUCCESS BUILDS CONFIDENCE

Meets Student Requirements and Provides Universal Access

✔ Manipulatives make learning math FUN

✔ Activities & games reinforce concepts & cement learning

✔ Emphasis on vocabulary

✔ Successful learning builds CONFIDENCE

Concrete Stage

Representational Stage

sample student page from grade 4

Abstract Stage

9call 800.852.2435 for samples of games at your grade level

OUR CUSTOMERS ARE OUR BEST SALES PEOPLE

Teachers love it!“The Moving with Math program was very

easy to use; the planning calendars kept everyone on track. Teachers told me they wanted to use the program in their classes during the year.”

Elementary Math Director – Washington, DC

“Using the Moving with Math series made teaching summer school fun! The students found the manipulative activities challenging and exciting.”

Lincoln School Teacher – Blue Island District, IL

Administrators love it!“The Pre-Test assessment enabled the teachers

to immediately identify the specifi c skills with which students had diffi culty and intervene accordingly.”

Principal, P.S. 152 – District 22, Brooklyn, NY

“Mathematics makes sense with this program. The amount of growth shown in four weeks was amazing.”

Mathematics Coordinator – Douglasville, GA

“Statistically signifi cant achievement gains in math on the CTBS were made by over 3700 students at 13 elementary schools and nine middle schools in summer school.”

School System’s Executive SummaryPrince George’s County, MD

Students love it!“This program did what I wanted

it to. The kids are begging to get into this year’s Math Workshop.”

Administrator – Judson, Texas

“Our attendance has improved each year. The students want to come because they feel they are learning something.”

Program DirectorMinnesota Migrant Program

10 call 800.852.2435 for assistance in placing your order

Ordering Extensions

Each Class Kit (English) includes a handy carrying box, 20 Student Activity Books, an Assessment Pack with 20 Pre- and Post-Tests, 20 Parent Handbooks, and one Teacher Resource Manual with blackline Masters and Skill Builders. A DVD showing manipulative activities is included with the Teachers Resource Manual.

Patterns, shapes, numbers, time, money, addition and subtraction, oral review. 64 pp.

EXKPHCB Kindergarten Class Kit $295.00EXKAT Kindergarten Class Kit $495.00 with Web-Based AssessmentEXK Student Book $7.95EXKT Teacher Resource Manual $110.00EXKAP Test Assessment Pack $39.95EXPHK Parent Handbook Pack $29.95

Kindergarten Manipulatives200 Unifix® cubes, 2 number stairs, 250 pattern blocks, attribute block desk set and 96 teddy bear counters, 8 six-sided and 5 ten-sided dice. For 5 to 10 students.

Grades 1 & 2 Manipulatives200 Unifix® cubes, 2 number stairs, 5 ten-sided dice, 8 six-sided dice, base ten blocks: 200 ones, 100 tens, 20 hundreds, 5 place value mats. For 5 to 10 students.

EX1-2M Grade 1–2 Manip. Kit $140.00

Grade 1 and 2 Materials

Kindergarten Materials

EXKM Kind. Manip. Kit $140.00

Grades 3 & 4 Manipulatives200 Unifix® cubes, 2 sets of 131 fraction circles,5 geoboards, base ten blocks: 200 ones, 100 tens,20 hundreds, 2 thousands, 5 place value mats, 5 ten-sided dice, 8 six-sided dice. For 5 to 10 students.EX3-4M Grade 3–4 Manip. Kit $160.00


Grades 5 & 6 Manipulatives200 Unifix® cubes, 4 sets of Fraction Bars®, 5 geo-boards, base ten blocks: 200 ones, 100 tens, 20 hundreds, 2 thousands, 5 place value mats, 5 ten-sided dice, 8 six-sided dice. Use for 5 to 10 students.EX5-8M Grade 5–8 Manip. Kit $195.00

Grade 5 and 6 MaterialsGrade 3Numeration, adding, subtracting, multiplying, dividing, problem solving, geometry, fractions. 80 pp.

EX3PHCB Grade 3 Class Kit $320.00EX3CAT Grade 3 Class Kit $520.00 with Web-Based AssessmentEX3 Student Book $8.95EX3T Teacher Resource Manual $120.00EX3AP Test Assessment Pack $39.95EXPH3 Parent Handbook Pack $29.95

Grade 1Numeration to 100, basic facts, 2-digit addition and subtraction w/o regrouping, problem solving. 80 pp.


Grade 5Numeration, operations, fractions, decimals, problem solving, graphing, measurement, geometry. 80 pp.


Grade 2Numeration to 1000, basic facts, 2-digit addition and subtraction with regrouping, geometry, graphs. 80 pp.


Grade 4Numeration, operations, multiply by 2-digits, divide by 1-digit, add/subtract fractions, geometry. 80 pp.


Grade 6Numeration, primes, operations, fractions, decimals, percents, geometry, measurement, graphing. 80 pp.


Boxed Class Kits for 20 Students

10% discount

included

in price!

All p

rices

sub

ject

to c

hang

e w

ithou

t not

ice

11visit us at www.summermath.com for more information

Grade 7Operations, fractions, decimals, percent, problem solving, integers, geometry, measurement. 96 pp.


Grades 7 & 8 Manipulatives200 Unifix® cubes, 4 sets of Fraction Bars®, 5 geo-boards, base ten blocks: 200 ones, 100 tens, 20 hundreds, 2 thousands, 5 place value mats, 5 ten-sided dice, 8 six-sided dice. Use for 5 to 10 students.

Grade 8Operations, fractions, percent, decimals, measurement, geometry, integers, linear equations. 96 pp.


EX5-8M Grade 5–8 Manip. Kit $195.00


Test Assessment PacksIncluded in Class Kits (English). Extra packs per grade:

20 Pre-Tests, 20 Post-Tests, 1 Class Record Sheet $39.95

Parent HandbooksIncluded in Class Kits. Extra packs per grade:

All Spanish class sets include a Spanish Resource Pack with all reproducible pages in Spanish, an English Teachers Resource Manual with scripted lessons, 20 student books in Spanish, and 20 Parent Handbooks in Spanish.

20 Parent Handbooks $29.95

Ordering Extensions in Spanish

Spanish for K–8

Kindergarten (Spanish)EXKPHCSB Kgn. Span. Class Set $295.00EXKS Span. Student Book $7.95EXKTS Span. Resource Pack $40.00EXKPS Parent Handbook Pack $29.95

Grade 1 (Spanish)EX1PHCSB Gr. 1 Span. Class Set $320.00EX1S Span. Student Book $8.95EX1TS Span. Resource Pack $50.00EX1PS Parent Handbook Pack $29.95







Grade 8 (Spanish)EX8PHCSB Gr. 8 Span. Class Set $350.00EX8S Span. Student Book $9.95EX8TS Span. Resource Pack $60.00EX8PS Parent Handbook Pack $29.95Al

l pric

es s

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12 call 800.852.2435 to request a Student Achievement Brochure

New Jersey: Hightstown,Keansburg, W. New York

New York CityRegions 1-10

Washington, D.C.Prince GeorgesCounty, MDAnne ArundelCounty, MDCharles Co., MDHoward Co., MDSt. Marys Co, MDAlexandria, VAHenrico Co, VASuffolk, VAYork County, VA

Twin Cities DistrictsMpls/St. Paul, Robbinsdale,Hopkins, White Bear Lake,Forest Lake, Spring Lake ParkOsseo, Anoka-Hennepin

Banning, Capitola, Central Cucamonga, Chula Vista, Corona, Downey, Grossmont, Gustine, Huntington Beach, Lake Elsinore, Long Beach, Millbrae, Montebello, Ontario, Paramount, Riverside (Jurupa and Alvord), Sweetwater, Upland, Victorville

Even More California Districts

Atlanta, Georgia:Clayton County

Additional Texas Districts

W. Orange Cove, Magnolia,Tatum, Judson, San Marcos,Somerset, South San Antonio

Phoenix DistrictsDeer Valley, Phoenix,Mesa, Dysart, Mirage,Roosevelt, Washington,Kyrene, Tempe

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Reading

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Cincinnati

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Cabel County

Springfield

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St.Louis

N. Kansas CityWatsonville

NewPrague

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E.OrangeBrick

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Atlanta

Lawrenceville

HartfordShelton

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BaltimoreFrederick County

Pittsburgh

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PROVEN RESULTS NATIONWIDE

Since 1988, the average large urban district using Moving with Math® has at least doubled its passing rates during a 4- to 6-week summer school.

George Washington University conducted an independent study of 11,000 students in the District of Columbia’s extended day program. The study found that students who used Moving with Math made statistically signifi cant achievement gains on the SAT-9 and that the Basic and Below Basic groups made the greatest gains.

Teacher Satisfaction SurveyOver 90% of surveyed teachers felt that Moving with Math “had a signifi cant impact on the academic progress of students at risk of being retained and that they had made enough progress to warrant their promotion.”

33.31

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Mo ving w ith M ath ® Control Group 0

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20

25

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A verage Increase in Scores F all to Spring SA T -9 Results

Sco

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*Source: George W ashington Univ ersity Center f or Equity and Excellence in Education.

W ashington, D. C. Schools Students at 75% Basic

6,100,000 Student Success Stories!

Summer Math 2014

Documents

Transcript of Summer Math 2014