Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Everyday Math (2004)
Teacher Lesson Guide: pp. 105, 462, 920
Teacher Reference Manual: pp. 145-148.
Student Reference Book: pp. 69
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.
In this Cyberchase clip, Bianca takes Leah and Erica trick-or-treating. They collect 24 candies and want to share them equally among the three of them. Students are asked to solve this problem before watching the video. After the video clip, students examine a table that shows the strategy of breaking a total into parts that are smaller and more easily divided. They practice this strategy on other totals.
Bianca Gets a Present QuickTime Video
1. Read the following to your students: "In this Cyberchase clip, Bianca takes two girls trick-or-treating. The two girls collect 12 candies each. When they return home, they decide to share some of their treats with Bianca. We'll watch to see how the girls decide to share, or divide, their candies. But first, let's think about how they could do it."
2. Using manipulatives, demonstrate to the students how the girls could combine their 12 candies and then share the total equally among the three of them. Ask the students to create a way to represent how they did it.
3. Share the students' methods. Be particularly attentive to how they partition the groups, whether by dealing them out in ones or by dealing in larger bunches (units). Discuss the benefits of knowing different strategies for dividing (or sharing) items among group members.
4. Tell the students that they will now watch a video clip and they should watch to see how the girls divided up the candies.
5. Play the Bianca Gets a Present QuickTime Video .
6. Distribute Strategies for Dividing Handout .
7. Ask the students to complete handout.
8. Discuss the students' results for handout.