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L E S S O N
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Saxon Math Intermediate 4 1 Adaptations Lesson 1
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11 Teacher Notes:
• Introduce Hint #1 “Column Addition (Sets of Ten)”; Hint #2 “Word Problem Cues, Part 1”; and Hint #3 “Finding Missing Numbers” from the Teaching Guide.
• Refer students to “Missing Numbers” and “Word Problem Keywords” on pages 6 and 7 in the Student Reference Guide.
• Display reference chart “Sets of 10.”
• Review of Addition
New ConceptNew Concept
• Here are two ways to add 4 and 3:
4 addend+ 3 addend 7 sum
3 addend+ 4 addend 7 sum
Properties of Operations
Commutative Property of Addition 3 + 2 = 5 2 + 3 = 5
Identity Property of Addition 4 + 0 = 4 0 + 7 = 7
• To add three or more addends, Sets of 10
9 + 1 = 10
8 + 2 = 10
7 + 3 = 10
6 + 4 = 10
5 + 5 = 10
find sets of 10.
Example
3 + 4 + 7 =
3 + 7 = 10
10 + 4 = 14
3 + 4 + 7 = 14
Math Language
Addends are the numbers that are added.
2 addend+ 4 addend
6 sum
Sum is the answer to an addition problem.
page 7
Math Language
4 + 3 = 7 is a number sentence.
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Saxon Math Intermediate 4 2 Adaptations Lesson 1
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• “Some and some more” stories have an addition formula.
Formula Problem Some 5 marbles + Some more – 7 marbles Total 12 marbles
• To find a missing addend, we SUBTRACT.
Example
Find the missing addends.
4+ n
7
7– 4 n = 3
b + 6 = 10 10 – 6 = b
b = 4
Lesson Practice
Add:
a. 5 + 6 = b. 6 + 5 = c. 8 + 0 =
Find sets of 10. Find sets of 10.
d. 4 + 8 + 6 = e. 4 + 5 + 6 = f. 5 morning008 afternoon
in all
g. Write two number sentences for this picture to show the Commutative Property:
+ = + =
h. Show six ways to add 1, 3, and 5. Commutative Property of Addition
1 + 3 + 5 = 9 1 + + =
3 + 1 + = 3 + + =
5 + + = 5 + + =
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Saxon Math Intermediate 4 3 Adaptations Lesson 1
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Find each missing addend:
i. 7 + n = 10 j. a + 8 = 12
n = a =
k. Write “addend” or “sum.”
Lesson Practice, continued
Written PracticeWritten Practice page 12
1. 5 first row7 second row
first two rows
2. 6 left pocket3 right pocket
both pockets
3. 9 + 4 = 4. 8 + 2 = 5. 4+ n 9
9
–
n =
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Saxon Math Intermediate 4 4 Adaptations Lesson 1
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Written Practice,Written Practice, continued continued
6. w+ 5 8
–
w =
7. Subtract.
6+ p
8
p =
8. Subtract.
q+ 8
8
q =
9. 3 + 4 + 5 = 10. 4 + 4 + 4 = 11. 6 + r = 10
r =
12. x + 5 = 6
x =
13. Find sets of ten.
55
+ 5
14. 80
+ 7
15. Find sets of ten.
65
+ 4
16. 99
+ 9
17. m+ 910
m =
page 12
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Saxon Math Intermediate 4 5 Adaptations Lesson 1
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onWritten Practice,Written Practice, continued continued
18. 9+ f12
f =
19. z+ 510
z =
20. 0+ n
3
n =
21. Find sets of ten. Sets of 10
9 + 1 = 10
8 + 2 = 10
7 + 3 = 10
6 + 4 = 10
5 + 5 = 10
3 + 2 + 5 + 4 + 6 =
page 13
22. 2 + 2 + 2 + 2 + 2 + 2 + 2 = 23. Write a number sentence for the picture:
+ =
24. Write a number sentence for the picture:
+ + =
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Saxon Math Intermediate 4 6 Adaptations Lesson 1
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Written Practice,Written Practice, continued continued
26. Choose the correct number for in the following number sentence:
+ 3 = 10
A 3 B 7 C 10 D 13
25. Show six ways to add 2, 3, and 4. Commutative Property of Addition
2 + + = 2 + + =
3 + + = 3 + + =
4 + + = 4 + + =
Use work area.
page 13
27. Show 5 + 6.
Use work area.
28. + = 17
Use work area.
29.
+ 15
Use work area.
30. Margot had crayons in
her school box and
crayons on her desk.
How many crayons did Margot have
in all?
+ =
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22L E S S O N
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Saxon Math Intermediate 4 7 Adaptations Lesson 2
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• Missing Addends
New ConceptNew Concept
• To find a missing addend:
1. Add the other addends.2. Subtract from the sum.
Example
6 6 + 5 = 11 Add the other addends.
n 17 – 11 = 6 Subtract from the sum.
+ 5 n = 6
17
• Look for sets of 10. Sets of 10
9 + 1 = 10
8 + 2 = 10
7 + 3 = 10
6 + 4 = 10
5 + 5 = 10
Example
4 + 3 + 2 + b + 6 = 20 Find sets of 10.
10 + 3 + 2 = 15 Add the other addends.
20 – 15 = 5 Subtract from the sum.
b = 5
Teacher Note:
• Refer students to “Missing Numbers” on page 7 in the Student Reference Guide.
page 14
Math Language
An equation uses = to show that two amounts are equal.
5 + 2 = 7
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Saxon Math Intermediate 4 8 Adaptations Lesson 2
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Lesson PracticeFind each missing addend:
Find sets of 10.
a. 8 + a + 2 = 17 b. b + 6 + 5 = 12
8 + 2 = 10 6 + =
17 – 10 = 12 – =
a = b =
c. 4 + c + 2 + 3 + 5 = 20
4 + 2 + + =
20 – =
c =
1. 5 morning6 afternoon
in all
2. 7 miles ridden4 miles to go
from school to lake
3. 9 + n = 13
13 – 9 = n
n =
4. 7 + 8 = 5. p 13+ 6 – 613
p =
Written PracticeWritten Practice page 15
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Saxon Math Intermediate 4 9 Adaptations Lesson 2
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6. 5 5 + 2 = 2
12 – = + w12
w =
7. 48
+ 5
8. Finds sets of ten.
93
+ 7
9. 8b
+ 316
8 + 3 =
16 – =
b =
10. Find sets of ten.
97
+ 3
11. 29
+ 6
12. Find sets of ten.
38
+ 2
13. 95
+ 3
14. 2m
+ 49
2 + 4 =
9 – =
m =
page 16
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Saxon Math Intermediate 4 10 Adaptations Lesson 2
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Written Practice,Written Practice, continued continued
20. 52
+ 6
19. 2x
+ 711
2 + =
11 – =
x =
21. Find sets of ten.
5 + 5 + 6 + 4 + x = 23
5 + 5 + 6 + 4 =
23 – =
x =
17. 53
+ t10
5 + 3 =
10 – =
t =
18. Find sets of ten.
84
+ 6
15. 53
+ q9
5 + 3 =
9 – =
q =
16. 23
+ r7
2 + 3 =
7 – =
r =
page 16
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Saxon Math Intermediate 4 11 Adaptations Lesson 2
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22. Show six ways to add 4, 5, and 6. Commutative Property of Addition
4 + + = 4 + + =
5 + + = 5 + + =
6 + + = 6 + + =
Use work area.
23. Write a number sentence for the picture:
+ + =
24.
+ =
25. 4 addend+ 3 addend 7
s
26. Which number is in the following number sentence?
6 + = 10
A 4 B 6 C 10 D 16
page 16
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Saxon Math Intermediate 4 12 Adaptations Lesson 2
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Written Practice,Written Practice, continued continued
27. Show 6 + 3 + 5
Use work area.
28. 10 + + = 20
Use work area.
29. 10
+ 24
30. Tom rode his bike
miles the first week,
miles the second week,
and miles the third week.
How many miles did he ride in three
weeks?
+ + =
page 17
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Saxon Math Intermediate 4 13 Adaptations Lesson 3
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33 Teacher Notes:
• Introduce Hint #4 “Finding Patterns in Sequences” from the Teaching Guide.
• Refer students to “Multiplication Table” on page 5 in the Student Reference Guide.
• Sequences
• Digits
New ConceptNew Concept
• Sequences • A sequence can count up or count down.
5, 10, 15, 20, 25, … 20, 15, 10, 5, …
• Subtract to find the rule.
Example
Find the rule of the sequence.
30, 27, 24, 21, , 15, …
30
– 27
3
27
– 24
3
We know to look at the 3s row in the multiplication table.
30, 27, 24, 21, 18, 15,
-3 -3 -3 -3 -3
The rule is count down by threes.
• Digits • Digits are the numerals 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.
page 18
Math Language
• Counting numbers are the numbers you say when you count by ones.
1, 2, 3, 4, 5, …
A sequence is a counting pattern.
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Saxon Math Intermediate 4 14 Adaptations Lesson 3
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Example
What is the last digit of 64,000?
64,000 has five digits. The last digit is 0.
Lesson PracticeWrite the rule and the next three numbers of each counting sequence:
a. 10, 9, 8, 7, , , , …
Rule: Count down by .
b. 3, 6, 9, 12, , , , …
Rule: Count up by . Subtract to find the rule.
6 9– 3 – 3
Look at the row in the multiplication table.
Find the missing number in each counting sequence: Subtract to find the rule.
c. 80, 70, , 50, … d. 8, , 16, 20, 24, …
HOW MANY digits are in each number?
e. 18 f. 5280 g. 8,403,227,189
What is the LAST digit of each number?
h. 19 i. 5281 j. 8,403,190
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Saxon Math Intermediate 4 15 Adaptations Lesson 3
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k. How many three-digit numbers can you make with 7, 8, and 9? Act it out.
7 8 8
7 9
8 7
There are numbers.
Written PracticeWritten Practicepage 21
1. $5 Diana $6 Sumaya
$7 Britt
altogether
2. 9 songs 8 songs
altogether
3. How many digits?
a. 593
b. 180
c. 186,527,394
a.
b.
c.
4. What is the LAST digit?
a. 3427
b. 460
c. 437,269
a.
b.
c.
5. 5 + m + 4 = 12
5 + 4 =
12 − =
m =
Lesson Practice, continued
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Saxon Math Intermediate 4 16 Adaptations Lesson 3
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Written Practice,Written Practice, continued continued
6. 8 + 2 + w = 16
8 + 2 =
16 − =
w =
7. Find the next number.
10, 20, 30, , …
8. Find the next number.
22, 21, 20, , …
9. Find the next number.
40, 35, 30, 25, , …
10. Find the next number.
70, 80, 90, , …
11. Subtract to find the rule.
6, 12, 18, , , , …
12 – 6
18 –
Rule: Count up by .
Use work area.
12.
3, 6, 9, , , , …
Rule: Count by .
Use work area.
13.
4, 8, 12, , , , …
Rule: Count by .
Use work area.
14.
45, 36, 27, , , , …
Rule: Count by .
Use work area.
page 21
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Saxon Math Intermediate 4 17 Adaptations Lesson 3
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18.
6, 9, , 15, …
Use work area.
19. How many small rectangles are shown?
Count by twos.
15.
8, 12, , 20, …
Use work area.
16.
12, 18, , 30, …
Use work area.
17.
30, 25, , 15, …
Use work area.
20. How many Xs are shown?
Count by fours.
X X X X X XX X X X X X
X X X X X XX X X X X X
21. Write a number sentence.
+ + =
22. 487
+ 5
23. 957
+ 8
24. Find sets of ten.
847
+ 2
page 22
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Saxon Math Intermediate 4 18 Adaptations Lesson 3
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Written Practice,Written Practice, continued continued
27. Act it out.
a
a
a
arrangements
28. + = 9
Use work area.
29. +
11
Use work area.
30. + = 12
Michael had pencils. He got more pencils.
How many pencils does Michael have now?
Use work area.
25. 297
+ 5
26. = 3 and = 4
+ =
A 3 B 4 C 5 D 7
page 22
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Saxon Math Intermediate 4 19 Adaptations Lesson 4
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44 Teacher Notes:
• Refer students to “Place Value” on page 13 in the Student Reference Guide.
• Use money manipulatives to demonstrate.
• Place Value
New ConceptNew Concept
hundreds tens ones
2 hundreds$200
4 tens$40
3 ones$3
$243
ActivityActivity page 25
Comparing Money Amounts
Use your textbook to complete this activity.
Lesson Practice
a. Use money manipulatives to show $231.
Then draw $231.
hundreds tens ones
page 24
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Saxon Math Intermediate 4 20 Adaptations Lesson 4
b. Use money manipulatives to show $213.
Then draw $213.
Which is less, $231 or $213?
hundreds tens ones
The digit 6 is in what place in each of these numbers?
c. 16 d. 65
e. 623
f. 5 hundreds, 2 tens, 3 ones =
1. 3 red 4 blue 5 green 1 yellow
color tiles in all
2. Write a number sentence.
+ =
Written PracticeWritten Practice page 26
Lesson Practice, continued
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Saxon Math Intermediate 4 21 Adaptations Lesson 4
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5. 45
+ 3
6. 13+ y
19 −
y =
7. 7+ s14
s =
8. 4 + n + 5 = 12
4 + 5 =
12 − =
n =
9. n + 2 + 3 = 8
2 + 3 =
8 − =
n =
Written Practice,Written Practice, continued continued page 26
3. How many cents are in 4 nickels?
Count by fives.
5¢ 5¢ 5¢ 5¢
4. Subtract.
4+ n12
−
n =
10. Subtract to find the rule.
9, 12, 15, , , , …
Rule: Count by .
Use work area.
11.
30, 24, 18, , , , …
Rule: Count by .
Use work area.
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Written Practice,Written Practice, continued continued
12.
12, 16, 20, , , , …
Rule: Count by .
Use work area.
13.
35, 28, 21, , , , …
Rule: Count by .
Use work area.
14. Count the digits.
a. 37,432
b. 5,934,286
c. 453,000
Use work area.
15. Name the last digit.
a. 734
b. 347
c. 473
Use work area.
17. How much money is shown by this picture?
16. Draw a picture.
hundreds tens ones
$342
Use work area.
page 27
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Saxon Math Intermediate 4 23 Adaptations Lesson 4
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18. Subtract to find the rule.
24, , 36, 42, …
Rule: Count by .
Use work area.
19.
36, 32, , 24, …
Use work area.
20. How many ears do 10 rabbits have?
Count by twos.
21. What place is the 6 in?
365
22. number sentence
+ =
Written Practice,Written Practice, continued continued page 27
23. 2 + 5 + 3 + 2 + 3 + 1 + n = 20
2 + 5 + 3 + 2 + 3 + 1 =
20 − =
n =
Use work area.
24. I a the other
addends.
Then I s that
from the sum.
Use work area.
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Written Practice,Written Practice, continued continued
25. Show six ways to add 6, 7, and 8. Commutative Property of Addition
6 + + = 6 + + =
7 + + = 7 + + =
8 + + = 8 + + =
Use work area.
26. 123
Which digit shows the number of hundreds?
A 1 B 2 C 3 D 4
27. tenth number
1, 2, 3, 4, 5, , ,
, ,
28. How many three-digit numbers can you make with 2, 3, and 8? Act it out.
2
3
different numbers
29. + =
Use work area.
30. has and
.
How many does
have ?
Use work area.
page 28
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Saxon Math Intermediate 4 25 Adaptations Lesson 5
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55 Teacher Note:
• Refer students to “Months of Year” on page 3 in the Student Reference Guide.
• Ordinal Numbers
• Months of the Year
New ConceptNew Concept
• Ordinal numbers tell position or order.
First1st
Second2nd
Third3rd
Fourth4th
• Most ordinal numbers end in th. Only the numbers circled below do not end in th.
first ..........1st sixth........ 6th eleventh....... 11th
second.....2nd seventh... 7th twelfth.......... 12th
third .........3rd eighth ..... 8th thirteenth ..... 13th
fourth.......4th ninth ....... 9th twentieth...... 20th
fifth ..........5th tenth ....... 10th twenty-first .. 21st
• A common year is 365 days. A leap year is 366 days. The extra day is added to February.
• The month/day/year form of February 26, 1998, is 2/26/98.
Lesson Practice a.
1st Jayne Zahina
people
page 29
• Ordinal numbers
• Months of the year
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Saxon Math Intermediate 4 26 Adaptations Lesson 5
b. My birth date is / / .Month Day Year
c. Independence Day will be / / . Month Day Year
1. 5 first line 6 second line 4 third line
altogether
2. 26
+ x15
2 + 6 =
15 − =
x =
3. 1y
+ 714
1 + 7 =
14 − =
y =
4. 3z
+ 512
3 + 5 =
12 − =
z =
5. 1n
+ 613
1 + 6 =
13 − =
n =
6. 25
+ w 10
2 + 5 =
10 − =
w =
Lesson Practice, continued
Written PracticeWritten Practicepage 32
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Saxon Math Intermediate 4 27 Adaptations Lesson 5
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14.
30, , 42, 48
Use work area.
15. I s to find the
rule.
The rule is count .
Use work area.
7. Subtract.
2+ a
7 −
a =
8. r+ 5
11 −
r =
9. 3+ t
5 −
t =
10. 8/15/93
,
11. Subtract to find the rule.
12, 15, 18, , , , …
Rule: Count by .
Use work area.
12.
16, 20, 24, , , , …
Rule: Count .
Use work area.
13.
28, 35, 42, , , , …
Rule: Count .
Use work area.
page 32
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Saxon Math Intermediate 4 28 Adaptations Lesson 5
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Written Practice,Written Practice, continued continued
16. Draw a picture.
hundreds tens ones
$432
Use work area.
17. Write a number sentence.
+ + =
18. What place?
845
19. 2 hundreds3 tens5 ones
20. If the pattern is continued, what will be the next circled number?
1, 2, 3 , 4, 5, 6 , 7, 8, 9 , 10, ...
page 33
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Saxon Math Intermediate 4 29 Adaptations Lesson 5
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21. Seven boys have how many pets?
Count by twos.
22. Find sets of ten.
5 8 4 7 4 + 3
23. 5 7 3
8 × 4 + 2 ×
24. 9 7 6 5 4 + 2
25. 8 7 3 5 4 + 9
page 33
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Saxon Math Intermediate 4 30 Adaptations Lesson 5
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Written Practice,Written Practice, continued continued
26.
1st Jenny Jessica
A 3 B 4 C 5 D 6
27. Find the tenth number.
2, 4, 6, 8, 10, , , , ,
28. How many arrangements can you make with r, s, and t? Act it out.
r
s
t
different arrangements.
29. + =
Use work area.
30.
Use work area.
page 33
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Saxon Math Intermediate 4 31 Adaptations Lesson 6
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66 Teacher Note:
• Introduce Hint #5 “Addition/Subtraction Fact Families.”
• Review of Subtraction
New ConceptNew Concept
• Check subtraction by adding.
Subtract: 6 Check: 2
Six minus two − 2 Two plus four + 4equals four. 4 equals six. 6
• When you learn one fact family, you know four facts.
2 4
6 2+ 4
6
4+ 2
6
6– 4
2
6– 2
4
3 5
8 3+ 5
8
5+ 3
8
8– 3
5
8– 5
3
Lesson PracticeSubtract. Check your answers by adding.
a. 14– 8
Check: 8
+ 14
b. 9– 3
Check: 3
+ 9
c. 15– 7
Check: 7
+ 15
d. 11– 4
Check:
+
page 35
Math Language
The answer to a subtraction problem is called the difference.
6 – 2 4 difference
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Saxon Math Intermediate 4 32 Adaptations Lesson 6
e. 12– 5
Check:
+
f. 5
+
6
+
11
–
11
–5 6
11
g. Describe how to check a subtraction answer. Show an example.
You can check subtraction by a .
Example: 5– 3
Check: 3
+ 05
1. 14– 5
Check: 5
+ 14
2. 15– 8
Check: 8
+ 15
3. 9– 4
Check: 4
+ 9
4. 11– 7
Check: 7
+ 11
Lesson Practice, continued
Written PracticeWritten Practice page 37
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5. 12– 8
Check: 8
+ 12
6. 11– 6
Check: 6
+ 11
7. 15– 7
Check: 7
+ 15
8. 9– 6
Check: 6
+ 9
9. 13– 5
Check: 5
+ 13
10. 12– 6
Check: 6
+ 12
11. Subtract.
8+ n17
–
n =
12. a+ 814
–
a =
13. 3 + w = 11
–
w =
page 37
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Written Practice,Written Practice, continued continued
14. 1 + 4 + m = 13
1 + =
13 – =
m =
15.
4 6
10
4
+
6
+
10
–
10
–
Use work area.
16. Subtract to find the rule.
16, 18, 20, , , , …
Rule: Count
Use work area.
17.
21, 28, 35, , , , …
Rule:
Use work area.
18.
20, 24, 28, , , , …
Rule:
Use work area.
19. See “Months of Year” on page 3 in the Student
Reference Guide.
20. Picture
hundreds tens ones
$326
Use work area.
page 37
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21. What place?
456
22. 2 + n + 4 = 13
2 + =
13 − =
n =
23. a + 3 + 5 = 16
3 + =
16 − =
a =
24. The d is the
answer in a subtraction problem.
Use work area.
25. Show six ways to add 3, 4, and 5. Commutative Property of Addition
3 + + = 3 + + =
4 + + = 4 + + =
5 + + = 5 + + =
Use work area.
Written Practice,Written Practice, continued continued page 38
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Written Practice,Written Practice, continued continued
26. The ages of the children in Tyrese’s family are 7 and 9. The ages of the children in Mary’s family are 3, 5, and 9. Which number sentence shows how many children are in both families?
A 3 + 7 = 10 B 7 + 9 = 16 Tyrese’s family
C 2 + 3 = 5 D 3 + 5 + 9 = 17 + Mary’s family
both
27. How many three-digit numbers can you make with 6, 3, and 9? Act it out.
3
6
9
28. + + = 23
Use work area.
29. – = 9
Use work area.
30.
+ = Use work area.
numbers
page 38
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77 Teacher Notes:
• Refer students to “Spelling Numbers” on page 12 in the Student Reference Guide.
• Display reference chart “Spelling Numbers.”
• Writing Numbers Through 999
New ConceptNew Concept
• Use hyphens when writing the numbers 21–99 using words. Numbers that end in 0 do not need a hyphen.
Example
23 twenty-three
705 seven hundred five
To compare three-digit numbers:
1. Look at the hundreds.2. Look at the tens.3. Look at the ones.
Example
Arrange these numbers from least to greatest: 3 6
2 5 4
1 0 5
9 0
36 254 190 90
1. Look at the hundreds.
Two is greater than one so 254
is the greatest number.
105 is the next greatest.
, , 105, 254
2. Look at the tens in 36 and 90.
Three is less than nine, so 36 is less than 90.
Least to greatest: 36, 90, 105, 254
page 39
Math Language
• Whole numbers are the counting numbers and the number zero.
0, 1, 2, 3, 4, 5, . . .
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Use words to write each number. Refer to page 12 in the Student Reference Guide.
a. 0 ____________________________________________________________________
b. 81 ____________________________________________________________________
c. 99 ____________________________________________________________________
d. 515 ____________________________________________________________________
e. 444 ____________________________________________________________________
f. 909 ____________________________________________________________________
Use digits to write each number:
g. nineteen h. ninety-one
i. five hundred twenty-four
j. eight hundred sixty
k. Use words to write the number shown by this model:
l. Which is less: 381 or 359? Look at the hundreds. Look at the tens.
is less than so is less than .
m. Write these numbers from least to greatest. Look at the hundreds. Look at the tens.
61, , , 205
Lesson Practice
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Written PracticeWritten Practicepage 42
3. 5 + n + 2 = 11
5 + =
11 − =
n =
4. 2 + 6 + n = 15
2 + =
15 − =
n =
5. 13− 5
Check: 5
+ 13
6. 16− 8
Check: 8
+ 16
1. $8+ $6
has needs
cost of radio
2. 8 ounces+ 8 ounces
water juice
mixture
7. 13− 7
Check: 7
+ 13
8. 12− 8
Check: 8
+ 12
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Written Practice,Written Practice, continued continued
9. two hundred fourteen
digits:
Use work area.
10. five hundred thirty-two
digits:
Use work area.
11. 301
words:
Use work area.
12. 320
words:
Use work area.
13. See page 43.
words:
Use work area.
14. Number sentence
+ =
15. Subtract to find the rule.
12, 18, 24, , , , ...
Rule:
Use work area.
16.
15, 18, 21, , , , ...
Rule:
Use work area.
page 43
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19. How much money is shown by this picture?
20.
7 8
15
7
+
8
+
15
−
15
−
Use work area.
21.
1st Sister Brad
22. See “Months of Year” on page 3 in the
Student Reference Guide.
17.
35, 42, , 56, ...
Use work area.
18.
40, , 56, 64, ...
Use work area.
23.
5¢ 5¢ 5¢ 5¢ 5¢ 5¢
page 43
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Written Practice,Written Practice, continued continued
24. 4 + 7 + 8 + 5 + 4 = 25. Find sets of ten.
2 + 3 + 5 + 8 + 5 =
26. 5 + 8 + 6 + 4 + 3 + 7 + 2 = 27. Which addition number sentence is related to 12 − 5 = 7?
A 7 + 5 = 12 B 12 + 5 = 17
C 12 + 7 = 19 D 12 − 7 = 5
28. How many three-digit numbers can you make with 4, 1, and 6? Act it out.
1
4
6
numbers
29. Look at the hundreds.
Look at the tens.
is less.is less.
page 44
30. Order from longest to shortest. Look at the hundreds.
Look at the tens.
Look at the ones.
KuskokwimUse work area.
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• Adding Money
New ConceptNew Concept
• To add two-digit numbers:
1. Add the ones.2. Add the tens.
Example
Use $10 bills and $1 bills to add $15 to $24.
42
51
93
Sakura had $24.
Then on her birthday she was given $15.
How much money does Sakura now have?
The total is 3 tens and 9 ones, which is $39.
ActivityActivity page 47
Adding Money Amounts
Use your textbook to complete this activity.
page 45
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Add.
a. $53+ $6
b. $14
+
c. $36
+
d. $27+ $51
e. $15
+
f. $32
+
1. three hundred forty-three
digits:
Use work area
2. three hundred seven
digits:
Use work area.
3. 592
words:
Use work area
4. 24
+ n12
2 + =
12 − =
n =
5. 1r
+ 610
1 + =
10 − =
r =
6. 1t
+ 714
1 + =
14 − =
t =
Written PracticeWritten Practice page 47
Lesson Practice
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9. $85+ $14
10. $22+ $ 6
7. 26
+ n13
2 + =
13 − =
n =
8. $25+ $14
11. $40+ $38
12. 13− 9
Check: 9
+ 13
13. 17− 5
Check: 5
+ 17
14. 17− 8
Check: 8
+ 17
Written Practice,Written Practice, continued continued page 48
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Written Practice,Written Practice, continued continued
15. 14− 6
Check: 6
+ 14
16. $23 D’Jeran $42 Beckie
together
17. Use words to write the number shown by this model:
words: Use work area.
18.
/ / Month Day Year
Use work area.
19. Subtract to find the rule.
12, 15, 18, , , , …
Rule:
Use work area.
20.
28, 35, 42, , , , …
Rule:
Use work area.
page 48
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21. Find sets of ten.
5 8 7 º 6 • 4 •+ 3 º
22. Find sets of ten.
9 7 6 4 8+ 7
23.
2 5 7 3 5+ 4
24. Show six ways to add 5, 6, and 7. Commutative Property of Addition
5 + + = 5 + + =
6 + + = 6 + + =
7 + + = 7 + + =
Use work area.
25.
7 8
15
7
+
+
15
−
−
Use work area.
26. If 7 + ◆ = 15, then which of the following is not true?
A 7 15 B 15 7
C 15 7 D 7 15
page 48
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Written Practice,Written Practice, continued continued
27. How many three-digit numbers can you make with 7, 6, and 5? Act it out.
5
different numbers
28. Which is greater: 630 or 603? Look at the hundreds.
Look at the tens.
is more than so is greater.
Use work area.
29. Order from least to greatest.
Skyscrapers
City Number
Boston 16
Hong Kong 30
Singapore 14
Look at the tens.
Look at the ones.
Singapore, ,
30.
+ = 16Use work area.
page 49
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• Adding with Regrouping
New ConceptNew Concept
• To add with regrouping:
1. Add the ones. 2. Regroup. 3. Add the tens.
Example
Karyn had $39. She earned $14 more by raking leaves.
How much money does Karyn have?
Regroup 10 ones for 1 ten.
3
1
5
4
9
4
3
13
53
page 50
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Saxon Math Intermediate 4 50 Adaptations Lesson 9
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• To add with regrouping:
1. Add the ones. 2. Regroup. 3. Add the tens.
Example
Regroup.
Add ones. Write the 3. Add tens.
9 + 4 = 13 Carry the 1.
39+ 14
1
39+ 14
3
1
39+ 14
53
Lesson PracticeSolve each problem using money manipulatives. Then add using pencil and paper.
a. $36+ $29 $
b. $47+ $ 8 $
c. $57+ $13 $
Use pencil and paper to add:
d. 68+
e. $59+
$
f. 46+
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Written PracticeWritten Practicepage 53
1. six hundred thirteen
digits:
Use work area.
2. nine hundred one
digits:
Use work area.
3. 941
words:
Use work area.
4. 24
+ f11
2 + =
11 − =
f =
5. 5g
+ 2
5 + =
13 − =
g =
6. h4
+ 715
4 + =
15 − =
h =
7. 27
+ n16
2 + =
16 − =
n =
8. 33+ 8
9. $47+ $18
10. 27+ 69
11. $49+ $25
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Written Practice,Written Practice, continued continued
12. 17− 8
Check: 8
+ 17
13. 12− 6
Check: 6
+ 12
14. 9− 7
Check: 7
+ 9
15. 13− 6
Check: 6
+ 13
16. When we add, the answer is called
the s .
Use work area.
17. When we subtract, the answer is
called the d .
Use work area.
18. Which month is two months AFTER the twelfth month?
See “Months of Year” on page 3 in the Student
Reference Guide.
19. Subtract to find the rule.
30, 36, 42, , , , …
Rule:
Use work area.
20.
28, 35, 42, , , , …
Rule:
Use work area.
21. hundreds place
843
page 53
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22. 28+ 6
23. $47+ $28
24. 35+ 27
25. Mio bought pants for $28 and a shirt for $17. Write an equation to show how much Mio spent.
+ =
27. How many arrangements? Act it out.
l
m
arrangements
26. What number does this model stand for?
A 31 B 13
C 103 D 130
page 53
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Written Practice,Written Practice, continued continued
28. Which is less: 89 or 98? Look at the tens.
Look at the ones.
29. Order from fastest to slowest.
Speeds of Animals
AnimalSpeed
(miles per hour)
White-tailed deer 30
Mule deer 35
Reindeer 32
mule deer, ,
30.
+ = 7
Use work area.
page 54
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1010 Teacher Notes:
• Introduce Hint #6 “Finding Numbers with Odd or Even Digits.”
• Refer students to “Odd/Even” on page 13 in the Student Reference Guide.
• Display reference chart “Odd/Even.”
page 55
• Even and Odd Numbers
New ConceptNew Concept
• Even numbers: 0, 2, 4, 6, 8, ...• Odd numbers: 1, 3, 5, 7, 9, ...• Look at the last digit: Examples
463 odd 456 even 285 odd
Example
Use the digits 2, 7, and 6 to write a three-digit odd number greater than 500.
3 digits
last digit odd 7
hundreds greater than 5 6 7
number 6 2 7
Lesson PracticeWrite “even” or “odd” for each number:
a. 563 b. 328
c. 99 d. 0
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e. Use the digits 3, 4, and 6 to write an even number greater than 500. Use each digit only once.
hundreds greater than 5
even
f. How can you tell whether a number is even?
A number is even if the last digit is , , , ,
or .
g. How many different three-digit numbers can you write using 4, 0, and 5?
• 0 may not be used in the hundreds place. • List the numbers in order. • Write odd or even.
4 5 odd
5
numbers
Written PracticeWritten Practice page 57
1. five hundred forty-two
digits
Use work area.
2. six hundred nineteen
digits
Use work area.
Lesson Practice, continued
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3.
4 7
11
4
+
7
+
11
–
11
–
Use work area.
4. 903
words:
Use work area.
5. 746
words:
Use work area.
6. Use the digits 4, 6, and 7 to write an odd number greater than 600. hundreds greater than 6
odd
Use work area.
7. 4n
+ 314
4 + =
14 – =
n =
8. p4
+ 213
4 + =
13 – =
p =
9. 5q
+ 714
5 + =
14 – =
q =
10. r3
+ 211
3 + =
11 – =
r =
page 57
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Written Practice,Written Practice, continued continued
11. 15– 7
Check: 7
+ 15
12. 14– 7
Check: 7
+ 14
13. 17– 8
Check: 8
+ 817
14. 11– 6
Check: 6
+ 811
15. $25+ $38
16. $19+ $34
17. 42+ 8
18. 17+ 49
19. Subtract to find the rule.
18, 21, 24, , , , ...
Rule:
Use work area.
20. What is the eighth number in this counting sequence?
6, 12, 18, 24, , , ,
page 58
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21. If Jabari has $6 in a piggy bank, $12 in his wallet, and $20 in his drawer, how much money does Jabari have in all three places? Write a number sentence for this problem.
+ + =
22. Find sets of ten.
2 3 5 7 8 4 + 5
23. / / month day year
24. Use words to write the number shown by this model:
Use work area.
25. Largest
even
26. If + 4 = 12, then which of these is not true?
A 4 + = 12 B 12 – = 4
C 12 + 4 = D 12 – 4 =
page 58
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Written Practice,Written Practice, continued continued
27. List in order from least to greatest all the three-digit numbers using 8, 3, and 0.
0 cannot be in the hundreds place.
3
8
Use work area.
28. odd or even
a. 73
b. 54
c. 330
d. 209
Use work area.
29. – =
Use work area.
30. Mary scored points in her basketball game Monday.
She scored points in her basketball game Tuesday.
How many points did Mary score in her games Monday and Tuesday?
+ =
My answer is reasonable because I added points and
points and the sum was .
Use work area.
page 59
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Saxon Math Intermediate 4 61 Adaptations Investigation 1
Name ©
200
8 S
axon
I N V E S T I G A T I O N 11
page 60
Focus onFocus on• Number Lines
• A number line has tick marks. Some of those marks are labeled with numbers.
0 4 8 12
• “Finding the pattern” helps us find what number to count by.
Try ones.
Try twos.
Try fives.
Try tens.
Example
To what number is the arrow pointing?
0 4 8 12
Try ones. Counting by ones does not fit the pattern.
Try twos. The pattern is count up by 2.
0 4
2 4 6 8
8 12
The arrow points to 6.
Teacher Notes:
• Introduce Hint #7 “Positive and Negative Numbers”; and Hint #8, “Comparing Numbers.”
• Refer students to “Number Line” and “Less Than/Greater Than” on page 12 in the Student Reference Guide.
• Display reference chart “Number Line.”
Math Language
A line goes both ways forever.
Arrowheads show that it continues.
line
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To what number is each arrow pointing in problems 1 and 2?
1.
3010 200 5040
Find the pattern.
3010 200 5040
Try ones.
Try twos.
Try fives.
Try tens.
The pattern is count up by .
The arrow points to .
2.
20100 30
Find the pattern.
20100 30
Try ones.
Try twos.
Try fives.
Try tens.
The pattern is count up by .
The arrow points to .
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Saxon Math Intermediate 4 63 Adaptations Investigation 1
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ActivityActivity page 62
Drawing Number Lines
a. Write the numbers that go below the tick marksFind the pattern.
1008060
0 100
b Draw tick marks for 2, 4, 6, 8.
0 10
• On a number line there are both positive and negative numbers.
Negative ten: –10 Positive ten: 10
negative numbers positive numbers
0 1 2 3 4 5–1–2–3–4–5
• We can write counting sequences that have both positive and negative numbers.
Example
... , 10, 8, 6, 4, 2, 0, –2, –4, –6, ...
... , 9, 7, 5, 3, 1, –1, –3, –5, ...
0 1 2 3 4 5 6 7 8 9 10–1 –2–3–4–5–6
Math Language
Positive numbers are greater than zero.
Negative numbers are less than zero.
Zero is neither positive nor negative.
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Saxon Math Intermediate 4 64 Adaptations Investigation 1
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3. Represent At 3 p.m. the temperature was 2 degrees. At 5 p.m. the temperature was 6 degrees colder. What was the temperature at 5 p.m.?
0 1 2
123456
–1–2–3–4–5–6
The temperature was degrees.
4. Represent What is Molly’s debt?
0 1 2
12345
–1–2–3–4–5–6
Molly’s debt is dollars.
5. Write the number that is 15 less than zero.
a. Use digits.
b. Use words. n f
6. Write the next four numbers in this sequence:
... , 20, 15, 10, 5, , , , , ...
0 5 201510–5–10–15–20
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Saxon Math Intermediate 4 65 Adaptations Investigation 1
I N V E S T I G A T I O N continued1©
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To what number is each arrow pointing in problems 7 and 8?
7.
0 5–5
Find the pattern.
Try ones. Try twos. Try fives. Try tens.
The pattern is count down by .
The arrow points to .
8.
0 10–10
Find the pattern.
Try ones. Try twos. Try fives. Try tens.
The pattern is count down by .
The arrow points to .
• A number line can help us compare two numbers.Numbers go from least to greatest on a number line.
Example
Compare 2 and –3.
0 1 2 3 4–1–2–3–4
2 > –3Two is greater than negative three.
Math Language
We use these signs to compare numbers:
< less than
> greater than
= equal to
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Saxon Math Intermediate 4 66 Adaptations Investigation 1
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Compare: Use the number line.
0 1 2 3 4 5–1–2–3–4–5
9. –3 1 10. 3 2
11. 2 + 3 3 + 2 12. –4 –5
13. Represent Use words to write the comparison –1 < 0.
N is
l than z .
14. Use digits and a comparison symbol to write “negative two is greater than negative three.”
Arrange the numbers from least to greatest in problems 15 and 16. Use the number line.
4 5 6 7 80 1 2 3 9 10–1
15. 0, –2, –3 , ,
16. 10, –1, 0 , ,
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