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McGraw-Hill My Math Grade 4 Volume 1

Textbook: mcgraw-hill my math grade 4 volume 1 isbn: 9780021150236.

Use the table below to find videos, mobile apps, worksheets and lessons that supplement McGraw-Hill My Math Grade 4 Volume 1 book.

Chapter 1: Place Value

Lesson 1: place value, lesson 2: read and write multi-digit numbers, lesson 3: compare numbers, lesson 4: order numbers, lesson 5: use place value to round, chapter 2: add and subtract whole numbers, lesson 1: addition properties and subtraction rules, lesson 2: addition and subtraction patterns, lesson 3: add and subtract mentally, lesson 4: estimate sums and difference, lesson 5: add whole numbers, lesson 6: subtract whole numbers, lesson 7: subtract across zeros, lesson 8: solve multi-step word problems, chapter 3: understand multiplication and division, lesson 1: relate multiplication and division, lesson 2: relate division and subtraction, lesson 3: multiplication as comparison, lesson 4: compare to solve problems, lesson 5: multiplication properties and division rules, lesson 6: the associative property of multiplication, lesson 7: factors and multiples, chapter 4: multiply with one-digit numbers, lesson 1: multiples of 10, 100, and 1,000, lesson 2: round to estimate products, lesson 3: hands on: use place value to multiply, lesson 4: hands on: use models to multiply, lesson 5: multiply by a two-digit number, lesson 6: hands on: model regrouping, lesson 7: the distributive property, lesson 8: multiply with regrouping, lesson 9: multiply by a multi-digit number, lesson 10: multiply across zeros, chapter 5: multiply with two-digit numbers, lesson 1: multiply by tens, lesson 2: estimate products, lesson 3: hands on: use the distributive property to multiply, lesson 4: multiply by a two-digit number, lesson 5: solve multi-step word problems, chapter 6: divide by a one-digit number, lesson 1: divide multiples of 10, 100, and 1,000, lesson 2: estimate quotients, lesson 3: hands on: use place value to divide, lesson 4: divide with remainders, lesson 5: interpret remainders, lesson 6: place the first digit, lesson 7: hands on: distributive property and partial quotients, lesson 8: divide greater numbers, lesson 9: quotients with zeros, lesson 10: solve multi-step word problems, chapter 7: patterns and sequences, lesson 1: nonnumeric patterns, lesson 2: numeric patterns, lesson 3: sequences, lesson 4: addition and subtraction rules, lesson 5: multiplication and division rules, lesson 6: order of operations, lesson 7: hands on: equations with two operations, lesson 8: equations with multiple operations.

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Unit 1: Algebra foundations

Unit 2: solving equations & inequalities, unit 3: working with units, unit 4: linear equations & graphs, unit 5: forms of linear equations, unit 6: systems of equations, unit 7: inequalities (systems & graphs), unit 8: functions, unit 9: sequences, unit 10: absolute value & piecewise functions, unit 11: exponents & radicals, unit 12: exponential growth & decay, unit 13: quadratics: multiplying & factoring, unit 14: quadratic functions & equations, unit 15: irrational numbers, unit 16: creativity in algebra.

Home > CCA > Chapter 4 > Lesson 4.1.1

Lesson 4.1.1, lesson 4.1.2, lesson 4.2.1, lesson 4.2.2, lesson 4.2.3, lesson 4.2.4, lesson 4.2.5, lesson 4.3.1.

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Go Math Practice - 4th Grade - 10.1 Lines, Rays, and Angles Freebie

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Functions with Multiple Parts

These materials, when encountered before Algebra 1, Unit 4, Lesson 12 support success in that lesson.

12.1: Notice and Wonder: Ticket Price (10 minutes)

Routines and Materials

Instructional Routines

• Notice and Wonder

The purpose of this warm-up is to elicit the idea that boundary conditions on intervals are important, which will be useful when students write domain intervals for piecewise functions in a later activity. While students may notice and wonder many things about this table, the price of a ticket for people on the boundary between 2 intervals are the important discussion points.

Display the table for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time and then 1 minute to discuss the things they notice and wonder with their partner followed by a whole-class discussion.

Student Facing

What do you notice? What do you wonder?

Student Response

For access, consult one of our IM Certified Partners .

Activity Synthesis

Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the table. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to respectfully disagree, ask for clarification, or point out contradicting information.

If the cost of a ticket for people whose ages are on the boundary of the age ranges does not come up during the conversation, ask students to discuss this idea.

12.2: Group Ticket Cost (15 minutes)

CCSS Standards

Building Towards

• HSF-IF.C.7.b

In this activity, students use a step function to determine the price of tickets for groups composed of people in different age groups. In the associated Algebra 1 lesson, students examine piecewise functions and their graphs. Although this activity does not mention piecewise functions, understanding how to compute the ticket price for the group will help students think about this kind of function.

A community orchestra charges different amounts for tickets to shows based on the age of the person attending. A sign in front of the box office where tickets are sold shows the prices.

• 2 adults aged 40 and 36, and 2 kids aged 4 and 1
• 3 adults aged 74, 37, and 36
• 5 adults in their 30s and 25 students aged 15 and 16
• 1 adult aged 25 and 4 kids aged 1, 9, 13, and 16
• A mother arrives and tells the box office clerk that her child is 35 months old. How much should the clerk charge for the child?
• What is the domain for the rule?
• What is the range for the rule?

The purpose of the discussion is to get students thinking about functions for which there are different rules for different domains. Select students to share their solutions. Ask students,

• “Is there an equation for the function that connects the input and output?” (There is not a single, nice equation that works for all the ages.)
• “Are there people for whom the price of a ticket would be confusing or unknown?” (No. The convention for ages is that if someone is turning 14 tomorrow, they will still be charged the $ 4 price since they are still currently 13. So, everyone should fit into one of the categories listed.)
• “If we graphed the information in the table, can you visualize what that graph would look like?” (There would be horizontal lines for each range of ages to look a little like steps.)

12.3: A Light Trip (15 minutes)

In this activity students analyze graphs representing situations to select the intervals within the domain in which certain events are happening. In the associated Algebra 1 lesson students examine piecewise functions and use the function notation that includes domain restrictions. Students are supported by examining scenarios and noting what is happening on different parts of the domain.

Noah leaves his home, sometimes running, sometimes walking, sometimes stopping until he remembers that he doesn’t have his wallet, then he goes back home. A graph representing his journey is shown in the graph.

Description: <p>Graph on coordinate grid, origin O. Horizontal axis, 0 to 400, by 40s, time, seconds. Vertical axis, 0 to 300, by 30s, distance from home, meters. Line starts at origin and passes through points, 20 comma 45, 60 comma 45, 120 comma 135, 180 comma 285, 210 comma 285, 400 comma 0.</p>

• Describe what is happening on the domain \(210 < x < 400\) .
• What are the domain intervals that represent the times when Noah was running?
• What are the domain intervals that represent the times when Noah was stopped?
• What are the domain intervals that represent the times when Noah was walking away from home?

Description: <p>Coordinate plane, time after midnight in hours, 0 to 24 by 2, light level in room by lux, 0 to 1,100 by 100. From 0 to 4, y = 0 until slight upturn just before 4. From 4 to 5 point 5, horizontal line at y = 200. Function jumps to 260 and increases rapidly toward 8 comma 1,000 and then levels out until 16 comma 1,000 where it drops rapidly toward 19 comma 170. From x = 19 to 23, y = 200.</p>

The purpose of the discussion is to recognize that using the domain is important when describing graphs of situations where different things may be happening. Select students to share their solutions. If students describe the domain for the light levels in words (like “between 9am and 4pm”), ask students how they might write that as an inequality.

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Texas Go Math Grade 1 Lesson 4.1 Answer Key Use Pictures to Add To

Refer to our  Texas Go Math Grade 1 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 1 Lesson 4.1 Answer Key Use Pictures to Add To.

Essential Question How con you use pictures to show adding to, or joining? Explanation: By counting the pictures we can add the pictures.

Explore Draw to show adding to, or joining Write how many there are.

3 + 3 = 6 lady bugs

For The Teacher

• Read the following problem. Have children draw a picture to show the problem. There are 3 ladybugs on a leaf. 2 more ladybugs join them. How many ladybugs are there?

Math Talk Mathematical Processes How does your drawing show the problem? Explain.

Model and Draw

Share and Show

Write how many.

Problem Solving

Write or draw to solve.

Daily Assessment Task

Choose the correct answer.

Question 9. Representations There are 4 ducks in the pond. 2 more ducks join them. How many ducks are ¡n the pond now? (A) 2 (B) 6 (C) 4 Answer: B Explanation: 4 + 2 = 6 6 ducks are ¡n the pond now

Question 10. Gavin sees 2 turtles on a log. Then he sees 6 more turtles join them. How many turtles are on the log now? (A) 6 (B) 8 (C) 2 Answer:  B Explanation: 2 + 6 = 8 8 turtles are on the log now

Take Home Activity

• Have your child use stuffed animals or other toys to show 3 animals. Then odd to the group showing 2 more animals. Ask how many animals there are, Repeat for other combinations of animals with totals up to 10.

Texas Go Math Grade 1 Lesson 4.1 Homework and Practice Answer Key

Question 2. 4 oranges fall off the tree. Then 2 more oranges fall off. How many oranges fall off the tree? ____ oranges Answer: 6 oranges Explanation: 4 + 2 = 6 6 oranges fall off the tree

Question 3. Ava and Emma eat 5 strawberries. Emma eats 1 more than Ava. Ava eats 2 strawberries. How many strawberries does Emma eat? ___ strawberries Answer: 3 strawberries Explanation: 2 + 1 = 3 3 strawberries that Emma eat

Texas Test Prep

Lesson Check

Question 5. There are 6 friends playing kickball. 3 more friends join them. How many friends are playing kickball? (A) 8 (B) 3 (C) 9 Answer: C Explanation: 6 + 3 = 9 9 friends are playing kickball

Question 6. How many soccer balls are there? 3 soccer balls and 5 more soccer balls. (A) 2 soccer balls (B) 8 soccer balls (C) 7 soccer balls Answer: B Explanation: 3 + 5  = 8 8 soccer balls.

Question 7. Multi-Step Matt is playing with 4 friends. 5 friends join them. Then 3 more friends join them. How many friends is Matt playing with? (A) 12 (B) 8 (C) 13 Answer: A Explanation: 4 + 5  + 3 = 12 12 friends is Matt playing with

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