Section References
(Mathematical Reasoning
Embedded in all lessons.)

Lesson 55
Word Problems

Lesson 56 
Number Combinations

Lesson 57 
Division Readiness

Lesson 58 
Counting by Inference

Lesson 59 
Multiplication Readiness

Lesson X, Y

Software

Balancing Bear, Sunburst 
Communications, 1993
floppy for apple II, Mac, ms-dos

Playroom, Broderbund 
Software, Inc., 1996

Specific Textbook Web Sites

http://www.glencoe.com/
sec/math/prealg/mathnet/

http://www.eduplace.com/links/

http://www.eduplace.com/

http://www.hmco.com/
college/mathematics/
index.html

http://www.mcdougallittell.com/

http://www.hmco.com/

http://www.SRA-4KIDS.com/

General Math Reference Sites

http://www.learner.org/
sami/view-category.php3?
category=math

http://www.score.k12.ca.us/

http://henson.austin.apple.com/
edres/curric.shtml

http://school.discovery.com/
schrockguide/index.html

http://www.EDsOasis.org/

http://www.math.com/

http://www.nea.org/grants
/free.html

http://www.wcom.com/
marcopolo/

http://www.udel.edu/sine/

http://dewey.chs.chico.k12.
ca.us/math.html

Free Stuff

http://www.nea.org/
grants/free.html

State/National Math 
Ed Organizations

http://www.nctm.org/

http://www.cde.ca.gov/

Calif. Dept. of Ed. Standards, Assessment, Ed. Reference.

Calculator Reference Site
http://www.ti.com/
calc/docs/calchome.html

1.) Use the same tasks as in Mathematical Reasoning Standard #1, except that this time students will explain to the teacher/ helper their reasoning. At each step students must explain why they performed a certain operation or chose certain manpulatives. Students will also explain how they arrived at their answer and what the sketch represents. Use a variety of word problems.

Again, these are the same as in mathematical Reasoning Standard #1, except students must also explain their reasoning for each operation and for their sketches. Assessment is done on an individual basis by teacher/ helper. For all assessments, students have available to them an assortment of manipulatives, a bowl, and paper with crayons.

1.) The teacher/ helper tells students a simple word problem and they must decide what materials to use and how to use them. Students then draw a picture that models what they did for the problem and explain their reasoning.

2.) The following problems are two examples of simple word problems: You and your friends have a large pizza cut into ten slices. You and your friends eat a total of six slices. How many slices are left? Three students are reading and then five more join them. How many students are reading now?