Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Investigations/Scott Foresman (2006)
Investigation 2, Sessions 1-5, pp. 18-35
Investigation 3, Sessions 1-5, pp. 36-51
Investigation 4, Sessions 1-3, pp. 52-58
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
Students are introduced to place value into the ten-thousands by use of an abacus. The rods in the abacus represent ones, tens, hundreds, thousands, and ten-thousands. This Cyberchase activity is motivated by a For Real segment in which Bianca counts the runners in the New York City Marathon using an abacus.
Keeping Track of the New York City Marathoners QuickTime Video
1. Read the following to the students: "Consider how someone could count each of the runners in a huge race like the New York City Marathon in which participants number in the tens of thousands. What record-keeping device, instrument or tool would you use?"
2. Tell the students that they will watch a video segment from Cyberchase For Real in which Bianca and a friend devise a plan to count the runners using a very old-fashioned and effective device.
3. Show the Keeping Track of the New York City Marathoners QuickTime Video .
4. Distribute the Counting on the Abacus handout .
5. Ask the students to complete the handout.
6. Discuss the numbering system and the conventions used in counting with the abacus with primary attention to the concept of place value in our base 10-numeration system.
Assessment: Level A (proficiency): Students are asked to write the numeral representations of large numbers written out in words.
Assessment: Level B (above proficiency): Students are asked to draw beads to represent large numbers on an abacus diagram. The numbers represented are chosen to help students solidify their understanding of place value in large numbers.